
rJass L. o 



Book __35l1^ 



JO 



COP«yGH? DEPO&fR 



Outlines 

«• «- and «-«••• 

Suggestions 

•5- «• «• for «»♦'«- 

Primary 
Teachers 




By ETTA.SUPLEE 

supervisor f*jimary .Training, 

St^te Nbrrfta! Scho6l, 
CEDAR FALLS, IOWA 







^'iCl 











Class _^_^4 



^ 



Copyright ]»j?. 



COPYRIGHT DEPOSIT. 



Outlines and Suggestions 

for 
Primary Teachers 






By ETTA SUPLEE 

Supervisor Primary Training, State Normal School 

Cedar Falls, Iowa 



c\\ 



si 



r 




Copyright Applied for 
May 23, 1902. 



1902 

THE KENYON PRINTING & MFC. CO. 

DBS MOINSS, IOWA 



PREFACE. 

"The rolling year 
Is full of Thee." 

The subject matter contained in the lessons outlined for the 
year bears directly upon the child's life. It says to all "Behold, 
I stand at the door and knock. A higher realization of self, 
and a unity with the Divine, is what I bring." 

With this thought controlling her, the teacher will make 
these lessons the center of the school work. They will furnish 
the motive, the impelling power for all the modes of expres- 
sion. This expression, whether in the form of a reading les- 
son, a song or handwork, is the outgrowth of the thought de- 
veloped and dominant at that time. 

These lessons are the nuclei for the beginning of all the 
school subjects. For instance, in the lessons upon Columbus, 
the Pilgrims, or the Holy Land, the imaginary journeys to 
these countries, the study of the life of the peoples there, give 
elementary ideas of Geography. Some of the natural divisions 
of land and water are learned, the names are applied and are 
made familiar by constant use. 

As far as possible, in all the lessons from Nature, the child 
is placed in direct contact with Nature under normal condi- 
tions. 

The function of the life studied is uppermost, believing that 
this work is for the heart first, and then the head. Lead the 
children to see the adaptation of the life to its environment. 
Let the question "Why?" be ever asked. Knowledge gained 
through observation and inference is the guiding principle. 



4 OUTLINES AND SUGGESTIONS 

When information is given by the teacher, she should see 
that the pupils understand and can reproduce. At no time 
should the teacher be one "who darkeneth counsel by words 
without knowledge." 

Free expression should follow the observation. The teacher 
should question only to lead to farther observation. Do not 
make the pupils see that which you have planned they should 
see. 

The songs, stories, poems, etc., are means of enhancing 
thought and should be used as such. At no time should the 
repetition of the poem or the singing of the song degenerate 
into a drill. 

All new words or phrases should be seen as well as heard, 
and hence when used should be written upon the board. 

Teach children to love all conditions of life, all seasons, all 
kinds of weather. 

Bryant teaches us that lesson when writing of the month 
of March: 

"A passing few are they who speak, 

Wild, stormy month! in praise of thee; 

Yet though thy winds are loud and bleak 
Thou art a welcome month to me." 

And then he goes on to enumerate the blessings which fol- 
low in the train of March, the coming north of the glorious 
sun, the harbinger of spring, blue skies, gushing rills, full 
springs. 

This should be the teacher's plan, emphasizing the positive 
and the good rather than the disagreeable and unpleasant. 

Such sentiments as the following, taken from some modern 
Nature Readers, should be omitted : 

"I am glad spring is here. We are tired of the long, cold 
winter." 

Or: 

"April seems to be a sad month. The rain falls nearly every 
day. It makes us unhappy to see so much crying." 



FOB PRIMARY TEACHERS 5 

"I do not like to see the rain come down so fast. I do not 
like to have the wind blow." 

Children rarely, if ever, are troubled by such ideas unless 
they have been suggested by others. Their natural tendency 
is to see beauty in all things, but they are deprived of this birth- 
right by their elders. 

Teach rather that: 

"The Avind that blows, that wind's the best," that nothing is 
disagreeable or unpleasant or ugly if it is of use; that even a 
toad, "a form proverbially the ugliest in nature," is economi- 
cally one of the most valuable animals that we have because 
of this very homeliness, and thus to those who know, he is a 
form of beauty. 

"He prayeth best, who loveth best 

All things both great and small; 
For the dear God who loveth us 

He made and loveth all." 

"Nature in Verse," p. 122. 

Books for Nature »^tudy for the teacher's reference: "Na- 
ture Study," Jackman; "Nature Study," Lange; "Nature 
Study in Elementary Schools," Wilson; "Nature Study and 
Life," Hodge; "Bird Neighbors," Blanchan; "Bird Life,'' 
Chapman;; "All the Year Round," Strong. 

To Create a Love for Nature. — Burroughs, Gibson, Seton- 
Thompson. 

Outline for study of Animals and Plants : 

I. Striking characteristics. 
Usf?. 
Habits. 
Home. 
Food. 

Adaptation of Body to Life. 
Care of young. 
Study of specimen in detail. 



6 OUTLINES AND SUGGESTIONS 

*'The method of discovery is pedagogically right for the 
children, but the method of verification is the shortest and 
safest one for the teacher." — Wilson. 

While some personification of the forms of nature has been 
made, yet much of it has been omitted as useless and without 
purpose. Pupils of school age care less for this kind of talk 
than some teachers realize. Truth itself is sufficiently full of 
the interesting and the miraculous^ to make much of this imag- 
inary doing and saying unnecessary. 



FOR PBIMABY TEACHERS 



SEPTEMBER. 

The more teacher and pupils can come together in thought 
and feehng; the closer their companionship in these first days, 
the greater will be the progress and growth of the school. 

That this close contact may come, no set or fixed general les- 
sons should be given at first, but the talks between teacher and 
pupils should be informal and spontaneous until the pupil feels 
at one with this new life beginning for him in the school room. 
These talks should grow out of the child's life and that which 
he has brought with him to this new life. 

Lessons upon his home and family, his work, his play, are 
the best means for introducing him to his new home and fam- 
ily, and work and play, and of assisting him in adapting him- 
self to his new surroundings. These should be short and fre- 
quent and together with the sense training lessons and the 
handwork should constitute the work of the first school days. 

These talks on home life will lead to the lessons upon the 
house; of what made; by whom made. A study of the car- 
penter or mason will be made ; his work ; the materials used in 
that work ; the tools, the recognition and use of each ; a chart 
of these may be made and hung before the school for use in the 
sense training exercises. 

Songs. — "Smith, No. i," No. 64; "Kindergarten Chimes," 
p. 102; "Merry Songs and Games," p. 97. 



OUTLINES AND SUGGESTIONS 



CARPENTER. 

Lesson I. 

When I came along the street today I heard a hammering in 
that new house which is being built. Who was at work? 
What tool was he using ? Find it here. ( Have miniature car- 
penter's tools on table.) Show how he uses it. 

Sing "Smith, No. i," p. 84. 

(Excursion to see the carpenter at work.) 

Lesson IL 

Who lives in a house which a carpenter has built? 
Sing "Smith, No. i," p. 84, v. 3. 

Here are the carpenter's tools. Find one that you know and 
show how he uses it. ( Free expression and dramatization. ) 
Let us make a chart that will show the house and the tools. 



HIAWATHA. 

Lesson I. 

Many years ago there were no white people living in this 
beautiful country of ours. There were no houses, no towns, 
no schools. Wild animals were on the prairies and in the 
woods. The Indians were the only people who lived here. How 
many have seen Indians? Tell how they looked. Here are 
some pictures of Indians. (Call attention to dress, skin, hair, 
etc.) In what do these people live? How do they get their 
food ? ( Hunting and fishing. ) Where do they place their wig- 
wams? (In the trees — near water.) We are going to talk 
about a little Indian boy whose name was Hiazvatha. He had 
no father nor mother. He lived with his grandmother, Noko- 



FOR PBIMABY TEACHERS 9 

mis. In what did Hiawatha and Nokomis live? We will learn 
how Nokomis made the wigwam. She got some tall poles and 
placed them in the ground in the shape of a circle. The poles 
met at the top. Let us see her at work. (Pupils at the sand 
table.) With what did she cover the poles? Show how the 
wigwam looked when it was finished. A great many trees were 
around it. It was in a forest of pine trees and firs. (Show 
branches.) Can you see a picture of this forest? Make it. 
Standing at the door of the wigwam and looking off in the 
distance, Nokomis could see nothing but water. What is such 
a large body of water called? (Ocean, sea.) Nokomis called 
it Gitchee-Gumee, the Big Sea Water. How did the water look 
when the sun shone on it? (Bright, shining.) How beautiful 
it must have looked! Let us see this Big Sea Water that lay 
near the wigwam. (Show pictures. Represent in the sand — 
tin- foil may be used to represent the sunny water.) The poet, 
Henry Longfellow, has written a poem about Hiawatha. 
Would you like to hear what he says about the Big Sea Water 
and the dark and gloomy forest? (Refer to large sketch of 
wigwam, forest, Big Sea Water as teacher repeats "By the 
shores of Gitchee-Gumee," etc.) 

Lesson H. 

How many have baby brothers or sisters at home? What 
does your mother do with the baby while she works? We 
will learn w^hat Nokomis did with Hiawatha. He was 
all she had to love and care for. It was often neces- 
sary for her to go a long way from the wigWam. 
How did she carry him ? We have a picture of the 
good Nokomis carrying Hiawatha on her back (p. 
i6, Hiawatha Primer). What did she do with him while she 
was at work? (Tied him in a tree. Put him on the ground.) 
He used to get tired and cry. Nokomis said, "I'll make a cradle 
for my little boy." Shall I tell you how she made it? She cut 
some bark from the linden tree and took it home with her. 



10 OUTLINES AND SUGGESTIONS 

Would you like to dramatize Nokomis getting the bark from 
the Hnden tree and carrying it to the wigwam ? She loved all 
the animals that lived in the forest. Name them. Some of 
them she used as food. Today she is preparing a reindeer for 
food. She is at work taking care of every part of it. Let us 
see what she does. The glossy coat is taken off first and put 
by the fire to dry; the flesh is put away; every bone is saved. 
( The use of these will be brought out as the lesson progresses. ) 
There are parts of the reindeer that look like tiny cords. They 
are the sinews. Nokomis said, "I'll take these sinews and bind 
my little Hiawatha's linden cradle." Can you see in this picture 
where she has used the sinews? (p. 15, Hiawatha Primer), 
What does your mother put in the bottom of the baby's cradle 
to make it soft? Nokomis wanted to make Hiawatha's cradle 
soft. We will learn what she used. She went out in the forest 
and found some moss. She saw some plants growing near the 
moss. They were rushes. What did she do with the soft moss 
and rushes ? ( Put them in the bottom of the cradle. ) Yes, she 
bedded the cradle with moss and rushes. (Make a cradle. Pu- 
pils suggest as to how it should be used. A peach basket, 
chamois skin, strips of leather, green cloth for the moss, may be 
utilized. ) When Nokomis went out into the forest, she carried 
Hiawatha in his cradle. Where did she put him while she was 
working? This is how he looked (p. 19, Hiawatha Primer 
or a sketch on the board). He could watch Nokomis at work 
and that kept him from being lonesome. 

"A little Indian baby. Cradled high up in a tree. Where bird- 
ies are singing so sweetly, And breezes are blowing so free." 

"His grandmother is so busy. 

And baby is in the way. 
So she hung him up in the tree top. 

And there he will have to stay 
Till her work is done, and she is ready 

For her little papoose again. 
Oh ! a nest in the tree is a very good thing, 

For troublesome babies, 'tis plain." 



FOB PEIMAEY TEACHEBS 11 

Lesson III. 

Sometimes Hiawatha would cry when Nokomis wanted to 
work. She said, "Hiawatha must have some playthings." 
What do you think she gave him? She took some beads and 
shells and fastened them to the cradle. Can you see him reach- 
ing up his little hands to play with these pretty things? Do 
you think he is happy ? Nokomis thought so, too, for she heard 
him laugh and crow while he was at play. The Indians be- 
lieved that there was a bear that lived in the forest ; that it had 
only three hairs on its body and these were on the top of its 
back. It was the Naked Bear. When the children cried, the 
Indians frightened them by saying, "Hush! the Naked Bear 
will hear tJiee." One night Hiawatha would not go to sleep. 
He cried and cried. Nokomis tried to still his fretful wail by 
saying, "Hush, the Naked Bear will hear thee!" How did this 
make Hiawatha feel ? (Afraid.) Then Nokomis took him in 
her arms and sat down at the door of the wigwam. Sitting on 
a branch of a tree was a large owl and her owlet (p. 75, Hia- 
watha Primer). How did their eyes look ? They were so big 
and bright that Nokomis said they seemed to light the forest. 
She looked down at the baby in her lap. His eyes were bright, 
too. He was as wide awake as the owl and owlet. His grand- 
mother said, "Hiawatha, you are my little owlet," etc. Then she 
rocked him and sang, "Ewayea, my little owlet," etc. Soon 
she saw that Hiawatha was closing his eyes. She sang more 
softly, "Ewayea, my little owlet,"etc. Nokomis had lulled him 
into slumber, 

"There the wrinkled old Nokomis nursed the little Hia- 
watha." 

Lesson IV. 

When Hiawatha was older, he had such happy times play- 
ing in the forest. What do you think he did ? He loved to 
gather wild flowers, chase the bees and butterflies ; watch the 
squirrels frisk from tree to tree. He loved the voices of the 



12 OUTLINES AND SUGGESTIONS 

forest. The birds were his friends. Name some of them. He 
used to sit under the trees and hear them sing. Sometimes he 
was quite sure they were calHng to him. Dramatize Hiawatha 
playing in the forest. He loved to work for Nokomis. One 
day he came in from the forest and found her ready to get sup- 
per. How do you think he helped her ? Carried wood for the 
fire ; dipped up water from the spring in a bucket made of bark ; 
pounded dry corn into meal. (Dramatize each.) Let use see 
how Nokomis cooked the food. These sticks are placed in the 
ground like this. They meet at the top. A strip of reindeer 
skin is fastened to the sticks. The kettle is tied to the end of 
this reindeer skin. The kettle hangs over the fir§. (Have pu- 
pils illustrate each step. Model a kettle from clay. Use a strip 
of leather for the reindeer skin. Show the picture on p. 124, 
Hiawatha Primer.) When the food is cooked; Hiawatha 
brings his clay dish to the kettle and Nokomis fills it with soup, 
using a large wooden spoon. She then gives him a piece of 
meat. What kind is it ? He drinks from a cup made of birch 
bark. Nokomis is talking to Hiawatha. This is what she says, 
"HiaAvatha, years ago I didn't cook my food in this way. It 
took me longer to get a meal." Hiawatha asks Nokomis to tell 
him how she used to cook. We will hear what she says. "I 
put some meat, corn and water into a kettle. Then I heated 
some stones in the fire and dropped them into the kettle. After 
a while, I took out the cold stones and put in the hot ones. I 
did this until my food was cooked." Hiawatha said, "Vm glad 
you don't cook that way now. I would get tired of waiting." 
Shall we show how Nokomis used to cook her food ? ( Pupils 
illustrate.) 

Lesson V. 

When supper had been eaten, and the work done, Nokomis 
and Hiawatha were ready to rest. It was a warm summer 
evening. Where do you think they will sit? (At the door of 
wigwam). Where has Hiawatha been playing all day. What 



FOR PBIMARY TEACHERS 13 

has he seen? Do you think he wanted to tell Nokomis about 
these things? Dramatize Nokomis and Hiawatha sitting at 
the door of the wigwam. Let us hear Hiawatha telling her 
about what he has seen in the forest. It was a beautiful night. 
The great pine trees swayed to and fro as if whispering to each 
other. The little Indian boy thought they said *'Minnewawa." 
He could hear the Big Sea Water saying "Mudwayaushka !" 
These were sounds of music to Hiawatha. He asked 
Nokomis if she thought the pine trees and the Big Sea Water 
were talking to each other. What did Nokomis tell him ? (Re- 
peat, "At the door on summer evening," etc.) It was grow- 
ing dusk. The fireflies were lighting up the brakes and hushes 
with their little candles. Can you see them flitting about from 
bush to bush? (Repeat, "Saw the fire-fly Wah-way-taysee," 
etc.) Nokomis had taught Hiawatha a song about the firefly. 
He sang, "Wah-way-taysee, little firefly," etc. (Dramatize 
Hiawatha singing to the firefly.) Then Hiawatha lay down 
at the door of the wigwam and closed his eyes in slumber. No- 
komis sat looking at the stars as they twinkled in the sky. 
When she saw that Hiawatha was asleep she sang "Stars of 
the Summer Night," etc. The bright moon rose, but Nokomis 
was the only one to enjoy it, for Hiawatha slept on. "Moon of 
the Summer Night," etc. How still the night was ! 

Lesson VI. 

After a while, Hiawatha awoke. Nokomis thought it was 
time for him to go to his bed. Would you like to see what kind 
of a bed he slept on? (If possible, make the bed at the sand- 
table. If not, have one made to show. Ask pupils to make one 
at home and bring the next day. ) There were about six stakes 
driven in the ground. Cross pieces were fastened to the top of 
them. Willow twigs were placed under and over these cross- 
pieces. What was put on this bed to make it soft? Skins of 
the reindeer. Hiawatha was put to rest in this bed. Nokomis. 
put some reindeer skins on the ground for her bed. 



14 OUTLINES AND SUGGESTIONS 

The next day Nokomis made some moccasins for Hiawatha 
to wear on his feet. (Show a pair of moccasins. Let pupils 
make a pair from chamois skin.) Of what were the moccasins 
made ? What kind of needles did Nokomis use ? How eagerly 
Hiawatha watched her while she was at work. 

Lesson VH. 

Hiawatha had a friend, 

"lagoo, the great boaster. 
He the marvelous story-teller." 

He had been a great traveler and Hiawatha loved to hear 
about his travels. One day lagoo said, "You are big enough 
now, Hiawatha, to shoot with the bow and arrow. I will make 
one for you." How do you think Hiawatha felt when he heard 
that? 

They went into the forest together and cut a branch from 
the ash tree for the bow. Why did they choose the ash ? They 
made the arrows from the oak boughs. Then they went back 
to the wigwam to make them. They need a cord for the arrow. 
What will they use? (Deerskin.) Old Nokomis gave them the 
deerskin. They made a cord and fastened it on the bow. Show 
how it looked. The arrows were winged with feathers, like 
this. Why? They were tipped with flint, like this. Why? 
lagoo made him a quiver in which to carry the arrows (p. 99, 
Hiawatha Primer). Of what is it made? (One is made — 
chamois skin, stiff brown paper or cambric may be used. Pupils 
make bow, arrows, quiver, at home. ) Hiawatha was so proud 
and happy over his bow and quiver full of arrows. Then lagoo 
said, "Go, my son," etc. (p. 102). With his bow in one hand, 
his arrow in the other hand and his quiver over his shoulder, 
he ran out into the forest. (Frontispiece of Primer.) Does 
he not seem happy? The birds, the rabbits, the squirrels, all 
the little creatures in the forest were surprised. Why ? Would 
Hiawatha shoot them ? No, they were his friends. He loved 



FOB PBIMABY TEACHEBS 15 

them. What does he want to shoot ? He loved the deer, too, 
but he and Nokomis needed food. He said, "How proud No- 
komis will be if I shoot a deer!" He heard something coming 
through the forest. He knew from the step what it was. Can 
you tell. Like a flash he jumped behind some branches and 
aimed his bow as you see him doing in this picture. The deer 
came in sight. Hiawatha sent his arrow whizzing through the 
air. Do you think he killed the deer ? How did he feel ? How 
did he get it home ? What did Nokomis say to him ? This deer 
was Hiawatha's gift to Nokomis. This is the way Longfellow 
tells of it. (Repeat.) 

He grew to be a brave man. I will tell you about a gift 
which he gave to the people. ("The corn" has been studied at 
another period.) Tell the story of Mondamin. Pupils commit, 
"And in rapture, Hiawatha cried aloud, 
'It is Mondamin ! Yes, the friend of man, Mondamin !* 
Then he called to old Nokomis, and lagoo, the great boaster. 
Showed them where the maize was growing. 
Told them of his wondrous vision, 
Of his wrestling and his triumph. 
Of this new gift to the nations 
Which should be their food forever." 



GOLDEN ROD. 

Lesson I. 
Matter. — Study of plant in natural surroundings. 

Method. — (Show some blossoms.) What flower is this? 
(Golden rod.) Why do you think it beautiful? Where can 
you find some? Its home is everywhere, in the field, in the 
woods, by the roadside. Let us go out to see it. (Excursion.) 
What makes it so beautiful? (The bright yellow next to the 
green — stands so straight.) 



16 OUTLINES AND SUGGESTIONS 

Teacher say. — 

"Golden rod, why do you look so bright?" 
"The sun has given me part of his light." 

How high is the plant? (Have different ones measured.) 
See how straight it stands ! What kind of stem has it? (Erect.) 
See where it begins to branch. Try to break this straight 
stem. (Stout.) Rub your fingers over the stem. (Rather 
rough and hairy.) 

Teacher say. — 

"What makes you grow so straight and tall?" 
"I'm trying to answer an upward call." 

Let us dig up the plant. What kind of roots? What kind 
of soil? See the hole left? Let us take this plant with us. 
All bring some blossoms tomorrow. 

Lesson H. 

Matter. — Flozvers and leaves. 
Method. — Distribute the golden rod. 

Teacher say, verses 1-4. 

1. Golden Rod, why do you look so bright? 
The sun has given me part of his light. 

2. "What makes you grow so straight and tall ?" 
I'm trying to answer an upward call. 

3. Why do you bloom in summer so late? 
I'm told to be patient — that I must wait. 

4. What makes you beautiful, Golden Rod? 
I'm trying to tell what I know of God. 

5. Golden Rod, what can we learn from you? 
To be cheerful and gentle, modest and true. 

Let us see how many kinds of golden rod we have brought. 
( Close observation and expression. ) Which is most beautiful ? 



FOR PMIMARY TEACHEBS 17 

How are the flowers arranged? (Clusters along the stem.) 
See how many flowers in one blossom ? What other blossoms 
have many flowers? (Dandelion, Clover, Thistle.) Why is 
this a good way? (Bees can get more honey.) How can the 
bee get honey from the flower? (Put his long tongue into 
the flower.) Can you do this? How can you get the honey 
from it? (Pull it off and suck it.) Do that. How does it 
taste? How are its leaves arranged? (Alternately.) What 
are the leaves shaped like? What kind of edges? Teacher 
say last verse of poem above. 

SEPTEMBER. 

The golden rod is yellow ; 

The corn is turning brown; 
The trees in apple orchards 

With fruit are bending down. 

TELL ME, SUNNY GOLDEN ROD. 

Tell me, sunny golden rod, 

Growing everywhere, 
Did the fairies come from fairyland 

And weave the dress you wear? 

Did you get from mines of gold, 

Your bright and sunny hue? 
Or did the baby stars some night, 

Fall down and cover you? 

Are you clad in bright sunshine, 

Caught from summer's day, 
To give again in happy smiles 

To all who pass your way? 

Lovely are you, golden rod, 

I will try, like you. 
To fill each day with deeds of cheer. 

Be loving, kind and true." 

— Selected. 



18 OUTLINES AND SUGGESTIONS 

Lesson III. 

Matter. — Story of golden rod and aster. 

Method. — What flower is this? (Show aster.) The aster 
and the golden rod are always found together. In what sea- 
son do they bloom? Where do they grow? 

This is what people used to think when they saw the gold- 
en rod and aster blooming in the autumn. 

(Tell the story of golden rod and aster. "Autumn" pp. 3-5.) 

Hand work. — Sketch entire plant. Water color the blossom. 
Water color the leaf. 

i?^fl(/m^.— "Autumn," pp. 3-5. "Plant Life," pp. 87-88. 
"Plant Life," pp. 89-90. "Plant Life," p. 50. "Taylor," pp. 
140-143. 

Songs. — "Songs for Little Children," p. 107. 

The Thistle, Clover, Milkweed and Sunflower studied after 
the same plan as the Golden Rod. 



MILKWEED. 

Lesson I. 

Matter. — Study of the entire plant in its natural surround- 
ings — Why named milkzveed — Work of blossoms. 

Method. — (Have the entire plant before the class.) What 
is its name? Have you ever seen it growing? Where? Let 
us go out to see it. ( Excursion to see the plant. ) 

What are its neighbors? How tall? What color are the 
blossoms ? Describe the stem. The leaves. Pull up the plant. 
What kind of soil? How long is the root? Break this stalk. 
What comes out? Can you tell how it gets the name, "milk- 
weed?" Of what use is this milk? What will the blossoms 
make? Let us watch these blossoms changing into seeds. Who 
will be the first to bring a seed pod from these plants? 



FOB PRIMARY TEACH EES 19 

Lesson II. 

Matter. — Changes in plants — Seeds — Uses — What be- 
comes of old plants? 

Method. — (Another excursion to the plants.) What 
changes have taken place ? Why ? See where the pods grow. 
What do they look like? Let us open a pod. What do you 
see? How many? Take one out. What does the wind do 
with it? What will the little seed make next year? 

What will become of these old plants? Their roots? So 
you see why there are so many seeds in each pod. Let us each 
take a pod with us to the school room to study carefully. 

Lesson III. 

Matter. — Special study of pod and seeds. 

Method. — (Each pupil has a milkweed pod.) What a beau- 
tiful case. What does it look like? Describe it. Open. Isn't 
that beautiful? Of what does it make you think? Why do 
those seeds need such a covering? Touch the downy seeds. 
What color are the seeds? The sails? What will open the 
pod for them? What will help them out? 

Teacher say, — 

"Cover and case locked close together 
Filled with a curious kind of feather, 
Open the box — you'll need no key — 
Oh ! pretty green case, did you grow for me ? 
'Twas only the other day I said, 
I must make my dolly a feather bed. 
And here is the softest, fluffiest stuff. 
Silky and white and plenty enough." 

Let us make a feather bed of these soft, fluffy seeds. (Have 
bag of tarlatan and put seeds into it, then close the end. Use 
it for the doll's bed.) 

See the beautiful cases. What are they like? What could 
we make of them? (Have something made of them, as sail 
boats, cradles, etc.) 



20 OUTLINES AND SUGGESTIONS 

GRASSES. 

Lesson I. 

Matter. — How and where the grass grows; uses. 

Method. — How beautiful our lawn is this morning. Why? 
(Free expression.) Where else does the grass grow ? Where 
does it not grow? 

Teacher say, — 

"Here I come creeping, creeping everywhere; 

By the dusty roadside, 

On the sunny hillside, 

Close by the noisy brook. 

In every shady nook, 

I come creeping, creeping everywhere." 

Can you hear it coming? 

Teacher say, — 

"Here I come creeping, creeping everywhere; 

You cannot see me coming 

Nor hear my low, sweet humming ; 

For in the starry night 

I come quietly creeping everywhere." 

— Mary Howitt. 

How must the grasses grow to make such a thick carpet? 
Here is some sod. See how close the grass is. Try to pull 
it apart. What does the grass do to the soil? (Keeps in 
place.) Think how^ the wnnds toss the soil where there is no 
grass. That is one use of grass. Think of other uses. (Makes 
world beautiful, food for man and animals, keeps ground 
moist.) 

Lesson H. 

Matter. — Root; leaf. 

Method. — What will the grasses do this winter? (Tops die 
but roots live.) Let us look at root. See what a large store 
house it is. What does it store up? What will it do in the 
spring ? 



FOR PBIMARY TEACHERS 21 

See the leaf. What is it shaped like? How do the veins 
run? How does it grow when it has been cut? 
Teacher say, — 

"How do the grasses grow? 

Just a bit a day, 
Looking upward all the while 

On their cheerful way. 
That's the way the green grass grows 

All in cozy, thickset rows." 

Bring to school all the kinds of grass you can find. 

Reading. — "Plant Life," pp. 73-75. 

Handwork. — Water color a strip of lawn. Water color a 
conventional design of grass leaves. Cut the stalk and seeds. 
Sketch the root. 

Lesson HL 

Matter. — Stalk; flowers; seeds. 

Method. — Have some grass stalks distributed. How 
does it grow? (Erect.) Look at the center of the stalk (hol- 
low). See how tall and yet it is so slender. Why does it not 
break when the wind bends it ? See those knots 1 Near which 
end do you find more ? Why ? Which end is the harder and 
thicker? Why? See how the leaves wrap around the stem. 
Why? How are the leaves arranged? You can always tell 
the grass family by the leaf and the stalk. (Have other speci- 
mens and decide whether or not they are grasses and give 
reasons.) 

Does the grass make flowers? Here are some. Do they 
have honey? Would the bees like them? The wind helps 
make these seeds? Here are some seeds. What shape? How 
will they be scattered? 



22 OUTLINES AND SUGGESTIONS 

CORN. 

Lesson I. 

Matter. — Study of entire plant — Its family, uses, kinds — 
Story of Mondamin. 

Method. — (Entire plant before class.) 

(Free expression upon beauty, satin leaves, straight stalk, 
graceful tassel, large ear.) 

Can you tell from the leaf and the stalk to what family it 
belongs? (Have some grasses there for comparison. Com- 
pare shape, veining, color and arrangement of leaf.) 

How are the stalks alike? (Manner of growth, knots, cen- 
ters, shape.) 

To what family does the corn belong ? Tell how you know 
this. 

Think of the use of this corn to us. (Food; special ways of 
preparing it. Food for animals.) 

When is it used? Which state is called the "Corn State?" 
Why? 

Here are different kinds of corn. Name them. 

Where did we get the first corn? 

This is the legend that is told of it. (Tell the story of 
Mondamin as found in "Autumn," pp. 12-15, or read "Hia- 
watha's Fasting," from Longfellow's poem.) 

Lesson H. 

Matter. — Height — Arrangement of leaves; roots; blossoms. 

Method. — How do you know the corn belongs to the grass 
family? How high is the corn stalk? How thick? (Judge 
first, then measure.) Of what use are the joints? How are 
the leaves arranged? Sketch. Look at the roots. What are 
they like? Of what use? Sketch. Show the two blossoms. 
Name the parts as I touch them. What is at the end of each 
silk thread? What has the tassel for the silk thread? What 
carries the pollen to the blossom below? 



FOR PRIMARY TEACHERS 23 

What will the pollen do to these blossoms? And then we 
have what we want. How much is corn needed? 

"Heap high the farmer's wintry hoard 
Heap high the golden corn." 

Why? 

Lesson HI. 

Matter. — Special observation of the ear of corn. 

Method. — Let us study the ear of corn. Where does it grow ? 
Which way does it point? How is it wrapped? Distribute 
ears on which are the husks. 

Teacher say, — 

"I know a little creature in a yellow bed 
With the softest wrapping all about its head ; 
When it is old, it is hard — as you can feel. 
Then we take it to the mill and grind it into meal." 

What is it? Take off this "yellow bed." Notice how these 
husks are arranged as you take them off. How are the 
kernels arranged? How many rows? An odd or even 
number ? What is in center of ear ? Of what use is the cob ? 
How is corn shelled? Take off a few kernels. Can you see 
the germ in them? Let us plant some of these grains. 

Lesson IV. 

Matter. — Special study of stalk — Love joy's "Nature in 
Verse," pp. 227-228. 

Method. — (Each pupil suppHed with a piece of green and 
of the dry stalk. Free expression.) Take off a strip from 
the outside. What color? Try to break it. Why is it so 
tough? What is the inside called? Of what made? Use of 
each part. Compare the two stalks. Use of cornstalks. 

Read poem. 

Songs. — "Gaynor," p. 106. 



24 OUTLINES AND SUGGESTIONS 

BUTTERFLY AND CATERPILLAR. 

Lesson L 

Matter. — Special study of each. 

Method. — (Have special observation of butterflies several 
days before these lessons are given. Reports have 
been given upon what it eats, how it flies, how its 
wings are placed when at rest. For the following have 
mounted specimens prepared for the class to examine. ) What 
beautiful colors. Name those you see. How many wings? 
(four). Which are the larger? How many parts to the 
body? Here is the name of each part: head, thorax, abdo- 
men. Show each part. What is fastened to the thorax? 
How many wings ? How many legs ? ( Six. ) 

See the head. How many eyes? Show the feelers. 
Sketch. See the mouth. (Teacher unroll the tongue.) 
Why must the tongue be so long ? 

Rub the wing with your finger. What comes off? How 
careful we should be in handling the butterfly that these 
scales may not rub off. (Show leaf on which are the butter- 
fly's eggs.) What are these ? Where does the butterfly lay its 
eggs? (On leaves its babies like best.) Why? What are these 
babies? (Caterpillars.) As soon as one is hatched it begins to 
eat and eat. What will this do for the caterpillar? (Make it 
grow.) And it does grow until its skin is too tight for it. 
Then the skin splits and out wriggles the little worm in a fine 
new skin. It keeps on eating and eating and the skin splits and 
comes off four or five times and all the while the caterpillar is 
growing larger and larger. Here are some. Are they beauti- 
ful? What color? What kind of coat? What use are the 
hairs ? 

See the rings on the body. Where are the legs? How 
many? How does it breathe? (Through little holes here in 
its body.) 



FOE PBIMABY TEACHEBS 25 

When the caterpillar eats all that it wants, it prepares for a 
long sleep. It finds a sheltered place and begins to spin. 
It has two long bags with a sticky fluid in them and a little 
spinner under its chin. When it spins, it uses the sticky fluid 
in these bags. When the fluid comes into the air, it gets hard 
and looks like a silk thread. The caterpillar covers itself with 
these silk threads and goes to sleep. Here is one. What do 
we call it? What wonderful change will take place? What 
will come out ? How large are the butterflies when they come 
out? How do they feel? How long do they live? How 
happy they always seem, flitting from flower to flower. What 
are they hunting? 

Reading. — "Spring," pp. 57-62. 

Songs. — "Merry Songs and Games," p. 156, and "Gaynor," 
pp. 76-77. 

Hand work. — Cut butterflies and color. Sketch a number of 
butterflies. Sketch the cocoon, the caterpillar, and the butter- 
fly and the eggs. Sew in outline the butterfly. 

Poems. — "Nature in Verse," pp. 135-138. 



THE SPIDER. 

Lesson I. 

This lesson is to be given some morning when the grass is 
covered with dew and carpeted with spider webs. 

Matter. — Observation of spider webs; eggs; food. 

Method. — How many saw the diamonds sparkling in the 
grass ? Where did they come from ? Did you notice the new 
silken carpet the meadows and fields have? Who put it there? 
Do you suppose they look anything like this fellow ? (Teacher 
show common house spider. Observation and free expres- 
sion, teacher directing the thought to the striking characteris- 
tics.) Where do spiders live? Would you like to visit one in 
his home ? We will leave this one here in the window and see 



26 OUTLINES AND SUGGESTIONS 

if he will build a house there. (Teacher take children to observe 
spider. ) Observe shape of web ; of what made ; its use, by notic- 
ing different insects caught. Notice the little sack of eggs and if 
possible secure one for next day's study. Observe movements 
of spider and what he is doing. 

By noticing the different insects caught, bring out the fact 
that the spider is useful in catching insects who destroy our 
gardens. In this connection, tell how he kills them after they 
are caught. ( Poison secreted in the head. ) 

Teacher say, "Kindergarten Chimes," p. 96. 

Lesson II. 

Matter. — Hozv zveb is made; distinguishing young from old. 

Method. — What little animal's home did we visit yesterday? 
How was it made? Of what? Do you know where he gets 
this little silken thread? Teacher tell and then have pupils 
tell. In his abdomen are some little silk glands which contain 
a sticky fluid that dries in the open air to a silken thread. 
Right here on his back (Teacher show on specimen) are some 
little projections, sometimes three and sometimes four pairs. 
They are called spinnerets and in each one are many little tubes, 
out of which the thread passes. How do you suppose the 
spider manages this thread after it is made? (Hind legs 

draw it out and guide it.) What did we find in the spider's 
web? (Insects.) What does he catch them for? (Food.) 
What else did we learn he used his web for? (Holding 
little sacks of eggs.) Here is the one we found yesterday. 
(Teacher show.) What comes out of the spider's Qgg"? 
(Little spiders.) So spiders are not like bugs which are first 
larvae before they become bugs. Mother spiders take great 
care of the eggs and young spiders. Do you think you could 
tell a young spider from an old one? (Very little difference; 
some smaller.) 



FOR PRIMARY TEACHERS 27 

"I know a house so fair and fine 
No flaw in it can you detect, 
A silver beauty smooths each line 
Drawn by its patient architect." 

Don't you think the spider is an interesting little fellow? 
I wish you would each bring one tomorrow so we can look at 
him as we talk. Bring in bottle or box. 

Lesson III. 

Matter. — Special study of the spider. 

Method. — Have specimens before class. Observation and 
free expression. How many parts to the spider's body ? No- 
tice comparative size of two parts, and shape. Find his legs. 
Where? How many? Notice how they are jointed. Where 
are his eyes? Just a little spot, aren't they? Would you like 
to know how many he has ? On the under side of the abdomen 
are some little openings through which he breathes. What did 
we say yesterday these little projections on his back are called ? 
Of what use are they? See if you can count them. 



ANTS. 
Lesson L 



Matter. — Visit home; different stages of development; kinds. 

Method. — Today when I came along the street, I saw the 
homes of some tiny little friends. These homes were on the 
ground and the little inhabitants were running in and out so 
rapidly. What were they? Let us go out to see them. 
(Observation of ants and their homes. Free expression.) 
(Teacher directs observation to these points: workers, pupa, 
shape of outside of home; outside is the protection and cover- 
ing for real home. Real home under ground. It has streets 
and roads and passage ways leading from one room to an- 
other.) How busily these are working. What would be a 



28 - OUTLINES AND SUGGESTIONS 

good name for them? (Workers.) That is what they are. 
Some time we shall learn of all the work they must do. Let 
us dig into this one hill. (Strike spade deep into earth and 
turn whole nest out, teacher finding the queen, egg and larva.) 
See this ant. How does it differ from the workers? 
(Larger.) What is her work? Sometimes she lays thous- 
ands of eggs a day. She always stays down in the nest. 
Why? Why do you think they work for her. (Put the 
queen in box with some workers. Show the larva.) What 
does this look like? What do you think it is doing all the 
day? Who feed it? No wonder they are so busy, for the 
larva eats so much. What will the larva spin? Then what 
will it do? Here is one. (Show pupa.) What will come 
out. Let us take some with us. 

Lesson IL 

Matter. — Work of the zvorkers. 

Method. — (Have the workers and queen for observation.) 
Show the workers. Show the queen. How can you tell the 
queen from the workers ? 

Let us learn today what these workers must do. One thing 
that they do for the babies is interesting. The eggs are very 
tiny when they are laid but they grow and grow until they 
are as long as an ant. Show how long. What do you think 
makes them grow? These little workers spread a juice over 
them and this makes them grow. When the egg hatches, 
what comes out ? Show this worm. This stays in the nest for 
many months and eats and eats. Who feeds it? Then the 
worm spins its cocoon. Show this cocoon. We call it pupa. 
Now it is changing to an ant and it must be fed again. The 
workers must do this. See these green leaves. Can you find 
the little green lice on them ? These have a sweet juice inside. 
The workers know that this is just what the pupa warts when 
it is changing into an ant. How do you suppose the workers 



FOR PRIMARY TEACHERS 29 

get this honey dew ? The ant strokes the aphis and the honey 
dew comes out of two tubes at the back. The ant puts this dew 
into a stomach and strokes the aphis again. More honey dew 
comes out, and when the ant has its stomach full, it goes home 
and bathes the pupa all over with this honey dew. Th's helps 
the pupa to change to an ant. Sometimes the aphis is called 
an ant-cow. Why? Who milks the ant-cow? What for? 
When the pupa opens, out comes an ant. It is not very strong 
and the legs need to be straightened out. Who will do this? 
Who do you think keep the house clean? Who protect the 
homes and fight the battles? 

So we see these little workers are very, very busy. They 
are doing something all the time. We say they are industri- 
ous. What do we call anyone who is not industrious? 
(Lazy.) We say a lazy person is a sluggard. The Bible 
says, "Go to the ant, thou sluggard." What would the slug- 
gard learn from the ant? Perhaps we can all learn a lesson 
from the ant. What ? 

Lesson III. 

Matter. — Special study of the insect. 

Method. — (Have several mounted specimens for study.) 
Let us look at the parts of the body. How many? (Head, 
thorax, abdomen.) Touch the head. Touch the part next 
to the head. That is the thorax. See what is fastened to 
the thorax. (Legs.) How many legs? How many pairs? 
In this thorax are three holes for breathing. Sometimes the 
queen and the male have two pairs of wings which are fastened 
on the thorax. 

What do you see on the head. (Eyes — feelers.) Use of 
each. It has a tongue and with that it eats. What ? 

What do you see on the abdomen. It has a sting there, too. 
What does it use that for ? 

Reading. — "Taylor," p. 107 ; "Young Citizen," Oct., 1902. 



30 OUTLINES AND SUGGESTIONS 

THE GRASSHOPPER. 







Lesson I. 


Field Lesson- 


-Points to Observe : 

1. Where found. 

2. Color. 

3. Locomotion. 

4. Why called Grasshopper. 






Lesson IL 



Matter. — General characteristics of grasshopper — Review 
observations of field lesson. 

Method. — Have grasshopper under tumbler. Children ob- 
serve. Free expression. 

Where does the grasshopper live? From what sharp eyes 
must he hide? (Birds.) How does his color help him? 
How does he get away when a bird sees him ? Notice his legs. 
How many? Which ones help him most when he jumps? 
Why ? Did you see the grasshopper move any other way ? 
(Fly.) How many wings has the grasshopper? (Four; ob- 
serve.) The grasshopper can move still another way (walk). 
How do legs in front differ from those behind? Notice the 
grasshopper's face. He is sometimes called "the little old man 
of the meadow." Why? How does the grasshopper breathe ? 
(Teacher show spiracle at base of leg. Observe movements. 
Children find other spiracles.) What does the grasshopper 
eat? (Grass, clover, lettuce, etc.) We will put some fresh 
leaves in with him and see what the grasshopper will do. 

Lesson HL 

Matter. — Sound grasshopper makes — Bggs — Where depos- 
ited — Young grasshoppers. 

Method. — What sound does the grasshopper make? (Chil- 
dren imitate.) The male grasshopper makes these noises. 



FOB PRIMARY TEACHERS 31 

How? (Rubs inner surface of hind legs against outer sur- 
face of wing covers; spines on leg produce the sound.) This 
is the way the grasshopper sings. The mother grasshopper 
does not sing. She is busy putting her eggs away. She 
does not have a pretty nest as the birds do. She puts them in 
a sort of little sack, makes a hole in the ground and leaves 
them there. She goes away and does not think of them again. 
The little tgg lies all snug and cozy in the ground all winter, 
but when the warm days of spring come it begins to feel alive 
and after a while out comes a funny little grasshopper. He 
is a tiny little fellow and he has no wings. He eats ever so 
much and grows very fast. Then another odd thing happens. 
He does with his coat just what you do with yours when warm 
weather comes. He crawls right out, but he has a nice new 
one under it. Soon this happens again. Then his wings be- 
gin to grow. Day by day he grows to look more like the 
father and mother grasshopper, and, after changing his coat a 
few more times, he becomes a full-grown grasshopper. He 
jumps and flies around through the tall grass, singing his odd 
little squeaky song from morning till night. He likes the 
warm sunshine and bright days. On any summer day you 
may find "the little old man of the meadow" and his compan- 
ions enjoying themselves among the grass. 



CRICKET. 
Lesson I. 



Matter. — Cricket — Special study of body; song. 

Method. — (Have several live crickets for observation. 
Children have been observing them daily. ) What is this little 
insect's name? Let us look at its little body. How many 
parts has it? Look at the head. What is its size? Form? 
Surface? Color? Name the different parts. (Eyes, anten- 
nae, mouth.) Description and use of each. Compare feelers 



32 OUTLINES AND SUGGESTIONS 

or antennae to hands. What have we to correspond with the 
feelers of the crickets? Then that must be the reason they 
are so long, slender, and easily moved about. Do you see any 
place on the head where the little cricket might hear all that we 
are saying? This is where the organs of hearing are placed. 
(Fore legs.) Thorax — size, form, surface, color. Wings 
— number, size, form, surface, color, attachment, uses. Why 
are the fore wings stiff, tough and horny? Back pair mem- 
branous. Did you ever hear this insect's merry song? It 
sings, "Cheer up ! Cheer up !" This cricket is a happy little fel- 
low, and sings all day and often all night. He does not make 
this sound with his mouth but by rubbing his wing covers to- 
gether. 

When Mr. Cricket says, "Cheer up! Cheer up!" he is calHng 
Mrs. Cricket. She never sings ; she leaves that to Mr. Cricket. 

Abdomen — Size, form, surface, color. 

Stylets — Number and use. 

Legs — Number, form, surface, color, uses. What is the 
difference between the fore and hind legs? For what are the 
hind legs adapted? (Jumping.) Fore legs? (Walking.) 
Notice how short and greatly flattened out and thickened, with 
the outer edge partly notched so as somewhat to resemble a 
hand. This is the reason they are made that way. He makes 
his home by means of his front feet. We will think about that 
when we talk about his home. 

Lesson H. 

Matter. — Home — Story. 

Method. — Where do these little crickets live? (Fields, 
house.) Perhaps you have heard the house crickets sing their 
gay and happy songs. They always play a cheerful tune. It 
is supposed to mean comfort and a warm fire-side. People 
used to think it was good luck to have crickets in their houses. 
Would you like to hear a story about some good luck crickets ? 
(Tell story of "Good Luck Crickets.") 



FOB PEIMABY TEACHERS 33 

Why do we call some house crickets and some field crickets ? 
The field cricket lives in burrows under the ground. Have 
some burrows made out of clay to show the children. These 
burrows are not very deep. Mother cricket divides her home 
into rooms just as we do. At night the cricket will sit just 
within the entrance to his hole, chirping away at his song. 
Can you think why he stays so near his home? 

LllSSON III. 

Matter. — Eggs — Manner of Hatching — Baby Crickets. 

Method. — Mother cricket prepares a separate room apart 
from the others, to deposit her eggs and hatch her young. 
This little room is about the size of a hen's egg, and is carefully 
hardened on top to resist the action of rains. Mother 
cricket has a long egg tube at the end of her body. With this 
egg tube she deposits about two hundred eggs in this separate 
room she has made. She does not wait to hatch them. The 
warm sunshine does that for her. The little eggs are in a 
tough skin, not a shell. 

When the sun hatches these eggs, we find little baby crickets 
that resemble father and mother cricket, except that they have 
no wings. Here is a baby cricket. 

Mrs. Cricket digs round and round her nest a network of 
halls. Can you think why she does that ? She hopes other in- 
sects will get lost when they come for her eggs. After the 
eggs are laid and the halls are all made, what do you think 
Mrs. Cricket does? She sits in one of her halls. She listens 
for these enemies. When one comes, she runs out to attack 
him. She fights so bravely and drives him away. Why does 
the mother guard her home so carefully? She takes care of 
her little babies in this way. 

Song.— "The Little Black Crickets." 



34 OUTLINES AND SUGGESTIONS 

Lesson IV. 

Matter. — Food — Work — How protected f — How live 
through zvinter. — Poem. 

Method. — Tell me where these little crickets get their food. 
They will also eat the tender roots of beans, peas, flowers and 
blades of grass. Let the children watch the crickets after they 
have been given some grass. 

How are these little crickets protected from their enemies? 
Perhaps we can tell that from their color. They are of the 
same color of the ground, and for this reason are often over- 
looked by their enemies. Can you name other insects that are 
protected in this way? 

This little insect has a work to do just as you and I have. Can 
you think of one thing that he does? (Gather food for 
young.) He also destroys other injurious insects and impure 
substances. 

Let us find out what this little insect does when winter comes. 
Some hide under stones and other places, some of them are 
not strong enough to stand the cold and are killed. 

Where does the house cricket stay? He is more fortunate 
than his friends. 

Some friend of the little cricket, who was pleased with his 
happiness, has written a poem about him. This is what she 
says about him. (Teacher read.) 

"A little black cricket 
Lives down in a thicket, 
O, a jolly young cricket so gay ! 
For he hops with delight 
And chirps all night, 
But he keeps very still in the day." 

— Selected. 

"Nature in Verse," p. 219. 



FOB PBIMABY TEACHEBS 35 

EUGENE FIELD. 
September 2, 1850. 

(The pupils are familiar with the "Shut-Eye Train," "Rock- 
aby Lady," "Pitty Pat and Tippy Toe," "Wynken, Blynken 
and Nod," and others.) 

Today pictures of Field are hanging about the room ; on the 
table is his favorite flower, carnations, and his favorite color, 
red, is prominent in the room. 

Sing "Wynken, Blynken and Nod." Do you love this song? 
Why? Who wrote it for us? Here is his name. (Eugene 
Field.) This is his picture. ( Free expression. ) Why do you 
think we talk of him this month? His birthday was the sec- 
ond dav of September. Teacher write. 

What a kind man he was. He loved birds, and dogs and all 
pets, but most of all he loved children. Here he is in the midst 
of them. (Show picture.) What do you think he is telling 
them. Which one ? Let us say it. No matter where he went 
he seemed to find children and they came to him so freely and 
loved him so dearly. 

He had eight children of his own — three daughters and five 
sons — and such funny names as he liked to call them, "Trotty" 
and "Pinny" and''"Rosy." 

There was one thing more that he loved. You can tell from 
this picture. (Show picture of dolls.) This is what he says, "I 
adore dolls." His little friends knew that he loved dolls and 
many a one came as a present. These are some of them. His 
home was in Chicago and in one room were his dolls and books, 
which he loved, too. He seldom went to town without bring- 
ing home a doll, and often some little friend who had been to 
visit him went home carrying one of these dolls. ( Speak briefly 
of his death and close lesson by reciting one of his poems. ) 



36 OUTLINES AND SUGGESTIONS 

OCTOBER. 



SEEDS. 

Lesson I. 

Matter. — Gathering, ripening, distribution. 

Method. — (Pupils have been collecting seeds and bulbs and 
labeling them for some time.) What has the plant life been 
working for all summer long ? Why ? Emphasize the thought 
that the seed is the promise of another plant.) Take 3'^our col- 
lection of seeds. Name some of them. Do you think there is 
a tiny plant sleeping in each one of these? (Teacher have some 
soaked seeds, as acorns, beans, corn. ) Here are some that we 
can open. Let us find that little life. (Children see once more 
the life within.) No wonder the plant life has been so busy. 

Are these seeds of use to us ? Take a seed and tell how it is 
useful to us. Let us plant some of these seeds and see the life 
come from them. After planting, teacher say, 

"Only a little seed. 
Very small indeed, 
Put it in the ground, 
In a little mound, 
Wait and see. 
What it will be." 

Lesson IL 

Matter. — Gathering, ripening, distribution. 

Method. — These little seeds must be planted before they can 
grow. What will help scatter them ? Show a seed that will be 
scattered by the wind ; by the birds ; by some animal ; by the 
water. 

What seeds are we gathering now to use this winter ? 
What animals are gathering seeds for their winter use? 
Reading. — "Plant Life," pp. 85-92 ; "Literature," book 3, 
pp. 105-109. 



FOR PRIMABY TEACHERS 37 

MILLET'S "GLEANERS." 

Lesson L 

(Distribute pictures. Silent study and free expression.) 
What is the name? What are gleaners? First the central 
thought in the picture; the people; their place in life; their 
work; the country; the day. From this lead to the life and 
sympathies of the artist, which is shown by the picture. Teach 
pupils to read the biography in the picture. 

Millet : French — Descended from long line of peasants, old- 
est child, family poor, father and mother both worked in fields, 
grandmother looked after children. Millet was her pet. Stays 
in his home until 19 years of age. Goes to Paris to study art. 
homesick and wants to go back, but stays. For a week is at 
Louvre, speaks to copyist, is directed to an artist who sets him 
to work. Spends twelve years in Paris, goes home, still paints. 
Marries, back to Paris, poverty, friends, sells picture and with 
first money buys home in the country. 

Is a peasant in thought, feeling, sympathy, and the joy of 
Nature is his. His sympathy and love were as wide as the 
world and this is the message revealed in each picture. 

Show "Sower," "Man with Hoe." 



COLUMBUS. 

Lesson I. 

Matter. — Journey to Italy — Genoa, the home of Columbus — 
Columhus as a boy — Columbus as a sailor. 

Method. — We are going to visit a beautiful country across 
the sea called Italy. How shall we travel from here ? (Cars.) 
We will ride toward the east for about three days and three 
nights. Point to the east ; walk in that direction. We come to 
a large body of water. What is it called? (Atlantic Ocean.) 
We are to take a voyage on this ocean. In what shall we sail ? 
After sailing toward the east for about two weeks, we reach 



38 OUTLINES AND SUGGESTIONS 

sunny Italy. There is a beautiful city in Italy called Genoa. 
The mountains are behind it. The blue sea is in front of it. 
This is the way it looks. (Show picture.) Whenever we 
think of this city of Genoa we remember a little boy who was 
born there. His name was Christopher Columhus. Would 
you like to hear about Columbus when he was a boy ? He was 
such a pretty boy, with rosy cheeks, bright eyes and golden 
hair. Everyone loved him. He was so kind, so helpful. His 
father was a poor man. He cleaned and straightened out wool. 
He was a wool comber. Christopher Columbus was a happy 
boy. He liked to help his father comb the wool ; he liked to go 
to school where he learned to read and write and to draw maps 
and charts. By looking at these maps the sailors could tell in 
what direction to sail and how to steer away from the rocks 
and sand. But he liked best of all to sit near the shore and look 
out over the sea as you see him doing in this picture. What is 
he watching ? What does he think he would like to be when he 
is a man ? The captain of this ship is a good friend to Colum- 
bus. He knows that Columbus wants to become a sailor. 
When he comes to Genoa he takes Columbus on board his ship 
and tells him all about it. He tells him of the many things he 
has seen at sea. How did this make Columbus feel ? He grew 
more anxious to become a sailor. He thought he could not 
wait until he was older. He showed the maps that he had 
made at school to the captain. This is what the captain said as 
he looked at them, "Columbus, these maps are very good, but 
you must go back to school and learn to make better ones. 
Learn all you can about the stars, for they will help you to 
guide your ship over the ocean." Then the captain bade Col- 
umbus good-bye. He feels sad as he watches the ship sail 
slowly out of sight. He knows that he will not see his friend 
again for many months. Perhaps he is wondering what he 
would see if he were to sail across the ocean ; it may be that he 
is dreaming of the time when he will become a sailor and sail 
out across the blue waters. 



FOR PBIMAEY TEACHERS 39 

Lksson IL 

Matter. — Revieiv — Become sailor — Believes earth is round 
— Attempts to get ships. 

Method. — What country are we visiting? Italy. Let us 
travel again to Italy. Here we are at the beautiful city which 
we are to visit. Let us look at the picture again. What do we 
see back of the city ? What is in front of it ? How peaceful 
everything seems. Why do we think of Columbus when we 
talk about Genoa ? Can you imagine his little home down near 
the seashore? What a fine chance Columbus had to study the 
sea. No wonder he grew to love it. 

What is he watching in this picture? Who is on the ship 
that Columbus knows ? Why does he like the captain so much ? 
Of what is Columbus thinking as he watches the ship sail 
slowly out of sight? He knows that it will be many months 
before this ship comes back to Genoa. He went back to school 
and worked and studied hard. When his friend, the captain, 
came home he had larger and better maps to show him. He was 
so fond of the captain and thought so much about being a sailor 
that when he was fourteen years old his father and mother said 
that he might go to sea. What a happy time that must have 
been for Columbus! His dreams had at last come true. As 
he said good-bye to his father and mother he told them that he 
was going to become as wise a captain as his friend, and that 
some day he would have a ship of his own. Columbus was 
very happy at sea. He loved to hear the sailors tell stories 
about a rich country named India, that \\as far away to the east 
of Italy. It was across high mountains and seas and rivers. 
Some sailors thought that no ships could sail there. Others 
thought they could reach India by sailing from Spain around 
Africa — (show on globe) — Columbus remembered when he 
was at school he had learned about a wise man who believed 
that the earth was round like a ball. The older Columbus grew 
and the more he studied the sea, Jie came to believe that the 



40 OUTLINES AND SUGGESTIONS 

earth was round. He thought he could sail west from Italy and 
go around the world until he came to India. (Show on globe.) 
He told this to some of the sailors. What fun they made of 
him ! The people to whom he told this, thought he was crazy. 
They thought the earth was flat like this (show disc), and that 
if ships went far enough they would tumble off the edge of the 
world. Columbus didn't believe this. He still thought he 
could sail around the world (refer to globe), and reach 
India. To do this he must have ships, and sailors and money. 
He went about from country to country trying to find some one 
who would give him the money. Do you think he found some 
one who was willing to do this ? We will learn in our next talk. 

Lesson III. 

Matter. — Introduction — Picture — Queen's assistance — De- 
parture — Canary Islands — Signs of Land. 

At the time that Columbus lived the people all believed that 
the earth was flat and that if ships sailed out far enough they 
would fall off the edge of the world. What shape did Col- 
umbus believe the earth to be? He wanted to prove that he 
was right. He traveled about from place to place to find some 
one who would give him money and ships so that he could sail 
around tlie world and reach that rich country of India. No one 
would listen to him or talk to him. How did this make him 
feel ? He grew sad and discouraged, but he kept on trying. At 
last Queen Isabella of Spain sent word to him that she would 
listen to his plans. In this picture we see Columbus before 
Queen Isabella. (Pass picture.) Where does the Queen sit? 
Columbus is showing his maps to her, telling her of that far 
away coiuitry of India and that he believes ships can sail there. 
How interested the people seem. Notice the old man who 
leans forward on his cane. He is eager and anxious to hear 
every word that Columbus is saying. Can you hear these men 
talking among themselves ? What are they saying? Manv of 



FOB PRIMARY TEACHERS 41 

them do not belie\'e in Columbus ; they do not want Queen Isa- 
bella to help him, but while Columbus stands before her and 
talks so earnestly about how he expects to reach that rich 
country of India and what he will bring back from there, she 
begins to believe in him more and more. She makes up her 
mind to help him. She says she will give him money, sailors 
and ships. 

The day comes for Columbus and his sailors to start on their 
voyage. (Show picture, "Departure of Columbus.") Many 
people have come to bid the sailors good-bye. How do they 
feel ? Why ? Their fathers, brothers and friends are going to 
leave them — perhaps never to return. Notice the man in the 
long robe. He is the priest. What is he doing? Asking 
God's blessing on the sailors, praying that they may have a 
safe voyage, and return to their homes and friends. Columbus 
kneels at the front of the row boat. The sailors are ready to 
steer for the three large ships which you see far of¥ in the dis- 
tance. Soon Columbus and his men are sailing across the 
ocean. Find the picture of their three ships. The large ship 
which takes the lead is called the Santa Maria. The next to 
the largest ship is the Pinta. Look for the smallest ship. That 
is the Nina. 

Find the picture of Columbus on the deck of the Santa 
]\Iaria. He is proud to think he has ships and sailors under his 
command ; that he is sailing away in search of a new route to 
India. He has his hand on his maps. He has patience and 
faith and is sure of success. He is steering his ship to reach the 
Canary Islands (show on globe.) He will then sail westward 
from there. 

When his ships reached these islands, the sailors wanted to 
return home. What do you think Columbus said? 

He finally persuaded them to go farther. As the islands 
faded out of sight the sailors burst into sighs and tears. Why? 
They thought they would never see land again. Columbus 
told them that he would give a silk jacket and five hundred 



42 OUTLINES AND SUGGESTIONS 

dollars in money to the one who should first see land. What 

did this make the sailors want to do? They were all on the 

watch. At two different times Columbus heard the cry of 

"land," but there was no land in sight. How did the sailors 

feel toward Columbus? They said if he would not return home 

they would throw him into the sea, but he kept telling them 

that they would soon see signs of land. One day they saw 

flocks of birds flying over the ships. At sunset Columbus 

noticed that the birds all flew toward the southwest. He 

steered his ship in that direction. Can you think why? He 

thought the birds flew southwest as though they were going 

to their roosting place, which must be on land. A few days 

later they saw some fresh weeds floating near the ships and a 

kind of queer fish which lives about rocks, but better than all, 

they picked up a thorny branch with red berries growing on it 

which was freshly broken from a tree. They found a stick 

which had been carved by hand. What did the sailors think 

when they saw these things? Do you think they were near 

land? 

Lesson IV. 

Matter. — La7id — Picture — Indians. 

Method. — Why did the sailors tell Columbus they would 
throw him overboard" Co'umijus told tliem tlicy would soon 
see signs of land. What did they see which made them think 
that he was right ? Columbus talked to his men ; told them 
that God had been good to bring them so far safely ; as they 
had that day seen such sure signs of land they had better watch 
during the night. Do you think the sailors wanted to sleep? 
How eagerly they watched. Near morning a gun was fired by 
a sailor on board the Pinta — (find the picture.) — Land was in 
sight. How excited they all were. How happy Columbus 
must have been! When daylight came they saw a low island. 
It was covered with beautiful, trees blooming and bearing fruit. 
Nearer and nearer the ships came to land. Columbus and his 



FOR PRIMARY TEACHERS 43 

sailors lowered a boat from the Santa Maria and rowed toward 
the island. Following this row boat came two more. From 
what ships were they lowered ? 

How happy these men were to be on land again. (Find the 
picture of the landing of Columbus.) What has he in his right 
hand? The beautiful flag of Spain. On one side of this flag 
may be seen the letters "K. F. and Q. I." King Ferdinand and 
Queen Isabella, King and Queen of Spain. As Columbus looks 
up at the banner you can hear him saying, "I take possession of 
this land in the name of the King and Queen of Spain." Then 
what loud hurrahs went up from the men ( Dramatize. ) How 
proud they were of their leader. What country has he found? 
They saw some queer looking people on this island. Find them 
in the picture. They had black, coarse hair and their bodies 
were covered with paint and grease. W'ho were they? Hi- 
awatha's people — the Indians. The Indians had never seen any 
white people before. How did they feel when they saw these 
richly dressed men, the flags and swords? They said to one 
another,"These men are Gods ; they have come from Heaven to 
see us." What do you think they did when they saw that these 
men were not going to hurt them? They came nearer and 
nearer. Clumbus gave them beads and pieces of bright cloth. 
The Indians gave Columbus fruits, flowers and feathers as 
presents. They soon became very friendly with each other. 

Lesson V. 

Matter. — Return to Spain — Picture reception. 

Method. — In what ways could the Indians help Columbus 
and his sailors? They sailed from island to island getting a 
little gold, pearls, silver, feathers and other things. When 
they were ready to return to Spain Columbus wanted to take 
as many things from the islands as possible to show Queen Isa- 
bella. What will he take? He wanted her to know what kind 
of people he met. He decided to take some Indians back with 



44 OUTLINES AND SUGGESTIONS 

him. How had the people of Spain felt toward Columbus when 
he sailed away from Spain. Now he has returned. How will 
they receive him. The streets were full of people all eager and 
anxious to greet him. The bells rang and cannons were fired. 
Who gave Columbus money and sailors and ships to make this 
voyage? Whom would he first wish to visit? (Find the pic- 
ture of Columbus before the King and Queen.) How proud 
he looks. What is he telling them ? (Dramatize.) What has 
he brought back with him to show the King and Queen ? How 
interested the Indians seem. Everything is new and strange 
to them. 

What is that man unpacking from the box? What do the 
King and Queen think of Columbus? Their little son, Prince 
Juan, sits beside them. They are all proud of Columbus. 
King Ferdinand and Queen Isabella tell him he is to get ships 
and sailors and start on another voyage. Do you think Col- 
umbus is anxious to go? Will be have as hard time to get 
sailors this time as he had before ? Why ? Wherever he went 
people followed him begging to be taken on his voyage. 

What country had he found? 

When? October 12, 1492. 

What day is today? Four hundred and ten years ago our 
country was found by Columbus. That is why we are thinking 
about Columbus this week. What was it he found for us ? 

Reading. — "Taylor," 114; "New Era 2nd," pp. 20-21; 
"Literature," Book 3, pp. 22-27. 

Suggestions for Handzvork. — Sketch theboy Columbus look- 
ing out at sea. Model the disc representing the people's idea 
of the shape of the earth ; then the sphere representing Colum- 
bus' idea. Cut or fold the three ships. Sketch Columbus on 
ship Avatching the birds. Sketch the country and the Indian 
homes as Columbus found them. 

Write. — Columbus discovered America, October 12, 1492. 



FOB PRIM AMY TEACHEBS 45 

SQUIRREL. 
Lesson L 

Matter. — Its Summer Sports — Home — Location — Descrip- 
tion — Model squirrel's home. 

Method: — (Show picture of Hiawatha.) What Indian boy 
do you see ? Near what did Hiawatha Hve ? Here are some ol 
the friends he loved. (Name them.) 

Teacher repeat, — 

"Of all the beasts he learned the language," 
"Called them Hiawatha's brothers.'' 

This is the friend we will talk about today. (Show squirrel 
or picture.) Whenever Hiawatha went into the forest he saw 
the squirrels playing merrily in the woods. What did he see 
them doing? Can you see them climbing trees, jumping about 
among the branches and scampering very fast to their snug 
home? When they become tired, this is the way they look 
(p. 90, Primer). 

Hiawatha knew all about the squirrel's home. Where was it? 
(In a hollow tree.) How do you think he found out about it? 
He learned that in some of their homes, the door was a hole 
in the side of the tree. Hiawatha is looking at the squirrel. 
What has he in his hand? Why does he seem to be hiding 
the stick ? Hiawatha doesn't want the squirrel to be afraid of 
him. He says, "I won't hurt you, little brother." Do you think 
the squirrel understands what he says ? I think so, because you 
see he lets Hiawatha come very close to him. Perhaps Hiawatha 
wants to learn some things about the inside of the squirrel's 
home. What Mall he do? Would it frighten the squirrel if 
Hiawatha put his hand into the nest while the squirrel was 
there? When will he do it? Hiawatha went into the woods, 
watched until he saw the squirrel scamper off, and then came 
back, put his hand into the nest and found the cosiest little par- 



46 OUTLINES AND SUGGESTIONS 

lor. There was a nice carpet on the floor. What was it 
made of? 

Lesson II. 

Matter. — Autumn — Preparation for the winter. 

Method. — What friend of Hiawatha's did we talk about yes- 
terday? Where is the squirrel's home? What did Hiawatha 
learn about it? One morning the papa squirrel went out to 
take a run through the woods. He found the leaves and 
grasses covered with something white. What was it? The air 
was not soft and warm, but was chilly and stung his toes as he 
ran along. He stayed out only a short time that morning and 
then hurried home. When the squirrel got into his nest, he 
said to Mamma Squirrel, and the children, "Jack Frost has 
come and now we must go to work in earnest." What work do 
you think they would do? The squirrels knew that if they did 
not gather the nuts that Jack Frost and the wind had shaken 
down for them, they would have nothing to eat during the cold 
winter. They ate their breakfast and then started out gaily to 
find their winter's food. Hiawatha was out in the forest that 
morning. He saw these little squirrels gathering nuts. He 
was very much interested in watchino* them. We will find 
out tomorrow what he learned about them. Shall we sketch 
the squirrel as Hiawatha saw it sitting up in the tree? (All 
sketch. ) 

Lesson III. 

Matter. — The squirrel gathering nuts — Ciit, tJie squirrel 
eating a nut. 

Method. — What had happened one night in the fall to make 
the scjuirrels think about working the next day? What does 
Jack Frost do to the thick overcoats of the nuts? Do you 
think the squirrels are glad of this help ? The next night there 
came another hard frost and in the morning Hiawatha found 
the leaves and grasses quite stiff and white. Nokomis said to 



FOR PRIMABY TEACHERS 47 

him, "Hiawatha, we must go into the forest today, for many 
nuts will be dropping from the trees and the squirrels will all 
be at work, too, for it is a beautiful day." Hiawatha asked 
Nokomis, "Do squirrels work only on days that are bright and 
beautiful?" But Nokomis said, "Wait and find out for your- 
self, Hiawatha." Very soon Hiawatha and Nokomis were 
walking through the forest. Something was falling around them 
as they walked, making a soft carpet for their feet. What was 
it? Hiawatha saw only a few of his friends that day. What 
had become of them? (Dramatize Nokomis and Hiawatha 
walking through the forest with leaves falling around them.) 
At last they came to a large tree and Nokomis said, "I think 
this will be a good place to watch the squirrels, Hiawatha. See 
the many nuts on the ground." What were the nuts Nokomis 
and Hiawatha found on the ground ? Nokomis was quite right, 
for soon they saw a flash of reddish brown in the branches of 
an oak tree near. And when Hiawatha looked carefully he saw 
two bright little eyes peering at him from behind a limb. Wliat 
was it? Hiawatha and Nokomis sat very still and at last a 
squirrel came very swiftly down the trunk of the tree and ran 
across the leaves to the nuts. He peered around among the 
leaves and then gave two or three shrill, happy little barks, 
and picking up some big, fat nuts and cramming them into 
his cheek pockets, away he ran up the oak tree again. Did you 
ever see a squirrel's cheek pockets? Show where they are. 
Hiawatha was so much pleased that he wanted to clap his hands, 
but Nokomis said, "Wait, Hiawatha, if we are quiet the squirrel 
will come back again." Sure enough, in a few minutes, back 
he came, but he was not alone this time. Mother squirrel and 
the children all came to help. How hard they did work ! Hi- 
awatha and Nokomis watched them for a long time and Hi- 
awatha wondered whether they ever got tired of running back 
and forth so many times. In a little while, Hiawatha noticed 
that the three young squirrels had stopped work and when he 
looked for them he could not see them. He asked Nokomis 



48 OUTLINES AND SUGGESTIONS 

about them, but she told him to go quietly to the other side of 
the oak tree and perhaps he would find out. He slipped along 
quietl)'- and there perched high up on a large limb was one 
sitting up on its hind feet, holding an acorn in its front paws 
enjoying a rest and a luncheon. Hiawatha saw the doorway to 
the nest also, but Nokomis called him to go home, saying 
they would come again, and so he went cjuietly away. (Cut. 
squirrel eating nut). 

Lesson IV. 

Matter. — Hiazvatha finding the squirrel's stores of nuts — 
Sketch a stump — Hollow at base — Where nuts were stored. 

Method. — What friend had Hiawatha been watching ? What 
did he see the squirrel doing that day in the forest? As Hi- 
awatha and Nokomis were going home that day, Hiawatha 
said, "Nokomis, if the squirrels fill their nests with nuts, they 
will have no place to sleep when it grows cold. What will they 
do? Nokomis told him that the squirrels were very wise and 
that if he went back the next day he would find out for himself. 
Hiawatha was very anxious to go into the forest the next morn- 
ing, so he and Nokomis were soon on their way. They were 
not too early for the squirrels though, for there they were, all 
hard at work. Hiawatha noticed that now the squirrels did not 
carry the nuts up into the oak tree home, and he said, 
"Nokomis, what are they doing with the nuts ?" Nokomis told 
him to follow one of the squirrels, to watch and he would find 
out. He crept softly over the leaves after one of the squirrels 
who had so many nuts in his mouth that he had to go quite 
slowly to keep from dropping them. There was a big pine stump 
not very far from the oak tree and Hiawatha saw this squirrel 
run up to this stump, after looking quickly around to see if there 
were any enemies near, he darted through the opening in the 
side, close to the ground, and when he came out, Hiawatha saw 
that he did not have the nuts. Hiawatha waited until the squir- 



FOR PRIMARY TEACHERS 49 

rel had scampered away, and then he slipped up and peered into 
the stump through the opening. What do you think he saw ? 
Yes, there were many nuts there. (Dramatize Hiawatha fol- 
lowing the squirrel and finding the nuts in the stump.) Hia- 
watha went back to Nbkomis and told her what he had found. 
"That is their storehouse, Hiawatha," said she. And Hiawatha 
said, "Now I know the squirrels do not fill their nests full of 
nuts, but they keep much of their food in a storehouse." Noko- 
mis told him to watch and he would find another kind of a 
storehouse. In a little while Hiawatha saw Mr. Squirrel digging 
a hole in the soft earth, underneath the leaves, then Hiawatha 
saw the squirrel place a nut in the hole and cover it up. He 
clapped his hands softly and said, "Nokomis, I know where the 
other storehouse is. It is the soft earth underneath the leaves." 
(Dramatize.) Nokomis said, "Yes, many nuts are hidden in 
this way, and these wise little friends of yours know where to 
find them, and will dig them out from under the snow when 
the other store of food is gone." Sometimes the nuts stay 
there. Then what grows? Who planted it? Hiawatha was 
very happy that he had learned to know these squirrel friends 
and he told Nokomis he was coming often into the forest to 
watch them eat the nuts that they had worked so hard to store 
away. Shall we make a picture of the squirrel's storehouse? 

Lesson V. 

Matter. — Squirrel's winter sleep — The use of its bushy tail 
as a covering — SketeJi the squirrel. 

Method. — The next day Nokomis could not go into the 
woods and so Hiawatha went alone. He found his friends as 
hard at work as ever and he saw them carry some of the nuts 
up to the nest, but the most of them were taken to the store- 
houses. Hiawatha found several places that day where squirrels 
had stored their winter supply of acorns, bitter nuts, etc. He 
did not notice the big cloud coming up in the west until the 
rain came pattering down on his head. "Now I will see what 



50 OUTLINES AND SUGGESTIONS 

the squirrels do in rainy weather," he said. (Dramatize Hia- 
watha looking for storehouses and then watching the squirrels 
in the rain.) Very soon he heard a great scampering over the 
leaves and through the branches of the oak trees, and one after 
another of his little friends disappeared through their doorway 
into their nest. Then Hiawatha cried, "Ah, little brothers, I 
think you do not like the rain as well as I do." (Dramatize.) 
But it was lonesome there in the forest after that, so Hiawatha 
soon ran to his wigwam home. (Dramatize.) After a while 
it grew colder. The big storms came from the north and the 
ground was all covered with snow. Little Hiawatha often won- 
dered what the squirrels were doing, and whether they had 
eaten all their nuts. When he went out into the forest he did 
not see any of them and he was afraid they were all frozen. 
He asked Nokomis about it one day and she said. "No, Hia- 
watha, they are not frozen for their thick coats and thick, bushy 
tails will keep them very warm." "But where are they, Noko- 
mis ? Why don't they come out and play ?" Nokomis told him 
that the squirrels spent much of the winter time sound asleep in 
their nests. (Show picture.) That only on the warm days do 
they come out of their nests to eat. Hiawatha thought that the 
very first warm day he would go into the forest and perhaps 
would see one of his friends. 

Songs. — "Gaynor," p. 65; "Smith, No. 2," p. 60. 
Poems. — "Nature in Verse," pp. 215-216. 



BEAVER. 
Lesson L 



Matter. — Nokomis and Hiaivatha zvatcJiiiig the heaver — 
Dramatize. 

Method. — What rose behind the wigwam in which Hia- 
watha and Nokomis lived? What lived in the forest? One 
day Hiawatha was playing in the forest near the big sea 



FOB PBIMABY TEACHEBS 51 

\A-ater. Look at the picture and tell what friends were with 
him. What did he see swimming in the water? Hiawatha 
had not seen the beaver many times, and did not know much 
about it, but he was very curious to learn. Whom would he 
ask? But when Hiawatha asked Nokomis to tell him about 
the beaver, she said, "No, I think we will go down to the 
water and watch the beavers." The next day Nokomis and 
Hiawatha went to watch the beavers. They sat under a large 
tree by the water's edge. Hiawatha and Nokomis were very 
quiet, hardly saying a word. Why ? It was a warm summer 
day. The birds were flying from tree to tree, singing their 
songs, but Hiawatha was so anxious to see the beaver that he 
was afraid the birds were making too much noise. Can you 
think what he would say to them? Perhaps, he would say, 
"Be quiet, my little bird friends, for I am going to learn about 
a new friend today." (Dramatize.) They had been watching a 
long time, when suddenly they heard a great splash out in the 
water. They looked in the direction from which the sound 
came and what did they see ? Hiawatha was so delighted that 
he clapped his hands and cried out, "O, Grandmother, look!" 
Do you think the beaver heard Hiawatha? What do you 
think it did? Picture Hiawatha and Nokomis watching for 
the beaver and what he did when he saw it. When Hiawatha 
saw it again he was just as much pleased, but he was quiet this 
time. It swam nearer to the land and soon crawled out upon 
the bank. This is how it looked (p. 89. Primer). 

Lesson II. 

Matter. — Teach about heaver's fur, legs and tail. 

Method. — What was it Nokomis and Hiawatha were watch- 
ing by the Big Sea Water ? Didn't they learn much about the 
l)eaver that day ? Why ? The next day they started to watch 
the beaver again. Nokomis was old and of course did not 
care to walk fast. Hiawatha was so pleased thinking about 
the beaver that he was sure he would see today that he ran 



52 OUTLINES AND SUGGESTIONS 

ahead. As he came nearer the water he ran A^ery slowly and 
tried not to make so much noise. Why ? It was well that he 
was quiet for there was a beaver swimming around in the 
water. When Hiawatha came nearer and saw the beaver, he 
stood very still and when Nokomis came near he raised his hand 
this way (hush). Why did he do that? He could see the 
beaver very well from where he stood. It swam nearer and 
nearer and then crawled upon the bank. Hiawatha saw that 
it was about three feet long. Show how long that would be. 
What other animal is about as long? What did Hiawatha 
see on its body ? The fur was like this. ( Show some. ) Get 
ready to tell about the color of the beaver's fur and how it 
feels. Hiawatha noticed that there was no fur on the beaver's 
tail. He noticed how hard it was for the beaver to walk. It 
hopped along in a very awkward way. He asked Nokomis 
why the beaver could w-alk no better than that. Nokomis told 
him to watch and see. It wasn't very long before he thought 
he knew the reason. Why? He thought it was because its 
hind legs were so long and its front legs were so short, and he 
also discovered that its hind feet were much like those of a 
duck or goose. What are they like? He thought of another 
reason, too. Look at the beaver and see if you can tell. (Its 
broad tail. ) With what is a fish covered ? Nokomis told Hia- 
watha that a beaver's tail is covered with scales. The scales 
are something like your fingernails. They lap over each other 
like the scales on a fish. (Sketch.) The beaver must have 
heard them talking for it suddenly jumped into the water and 
swam away. Hiawatha had learned several things about the 
beaver that day and when he got home he told Nokomis all. 
What were some of the things he told her ? 

Lesson III. 

Matter. — Beaver's use of its tail and wehhcd feet. 
Method. — What is the animal that Hiawatha is learning 
about ? What color is its fur ? Why does it need to walk so 



FOR PRIMARY TEACHERS 53 

slowly? The next day when Hiawatha and Nokomis came 
down to the water, the beaver was upon the land. They 
thought they would have a fine chance to watch it. They had 
just sat down under a tree when one of Hiawatha's friends 
came running through the forest. What friend do you think it 
was? It was a deer. (Dramatize Hiawatha and Nokomis 
sitting under a tree in the forest, the beaver not far from them, 
and the deer running toward them.) What do you think the 
beaver did when he heard the deer coming? Hiawatha was 
sorry at first that the beaver was frightened away, but when he 
saw it swim, said, "O, Nokomis, see how fast the beaver 
swims." (Dramatize.) He watched it for a moment. 
Would you like to know what he told Nokomis about the way 
the beaver swims? He said, "Nokomis, the beaver uses its 
tail just as I use my oar when I am sailing in my boat on the 
Big Sea Water. When I want to go in this direction I put my 
oar in the water on this side of the boat (show). That's the 
way the beaver uses its tail. By turning it one way or the 
other it can go in any direction it wishes." Can you think of 
any other animal that swims well in the water? Why can a 
duck swim so well ? The beaver has webbed feet, too. They 
swim by pushing back on the water with these webbed feet. 
Hiawatha and Nokomis went back home when the beaver had 
gone out of sight. They did not think he would come back 
again that day. 

Lesson IV. 

Matter. — The heaver — Its sinnuier home. 

Method. — What animal did we talk about yesterday ? How 
long is it? What is queer about its legs? Tail? How does 
it swim? After the beaver has been swimming a long time 
how do you think it feels? What do you want to do when you 
are tired? (Rest.) Where would the beaver go to rest? 
(Home.) Where was its home? It went down under 



54 OUTLINES AND SUGGESTIONS 

the water. I think its home must have been down there. The 
next day when Hiawatha and Nokomis went down to the 
water, not a beaver was to be seen. Where do you suppose 
they were. They probably had been at work during the night 
and now they were resting. Hiawatha wondered where they 
stayed when they were under the water, for he hadn't learned 
their secret yet. Nokomis said, "Come down near the water, 
Hiawatha." 

She told him that the beaver made a burrow which reached 
far back into the bank. (Show picture and also make a picture 
on the board.) This was the summer lodge. They waited a 
long time but the beavers did not come back. Do you know 
why? I think they must have heard Hiawatha and Nokomis 
talking. Nokomis and Hiawatha soon went away and Noko- 
mis told Hiawatha that they could often come to watch the 
beaver. 

Lksson V. 

Matter. — Preparation for building lodge for their winter 
home. 

Method. — Hiawatha and Nokomis watched the beaver dur- 
ing the summer and Hiawatha became as well acquainted with 
them as with his other friends. Fall came. How did the 
weather change? It grew colder and Hiawatha noticed that 
everything was preparing for winter. Can you tell what 
changes were taking place? (Birds, squirrels, trees, plants, 
etc.) One evening Hiawatha said, "Nokomis, how do the 
beavers get ready for winter?" But Nokomis wanted him to 
find out for himself, so what do you think she told him ? She 
also told him they would have to wait until it was dark if they 
wanted to see the beavers at work, because they did most of 
their work at night. That evening when it grew dusk they 
started for the water. It was quite dark by the time they 
reached the place. Hiawatha said, "Why, Nokomis, we can't 



FOR PRIMARY TEACHERS 55 

see anything." (Dramatize.) But something big- and round 
and bright came from behind the clouds. What was it? 

"Saw the moon rise from the water, 
RippHng, rounding from the water." 

They expected to stay some time so sat down under the tree 
by the water's edge. Soon they heard a great splash ! What 
was it? And there was not only one beaver, but eight 
of them. They swam to the land and crawled out on the bank. 
They looked around for a moment and then began to work 
with a will. There were four or five quite large trees near the 
water's edge and Hiawatha saw that two beavers went to each 
tree and began to gnaw at them. Hiawatha asked Nokomis 
if they were getting this bark for their food, but Nokomis told 
him thev were cutting the trees down. Then Hiawatha asked 
why more of the beavers did not work at one tree and cut it 
down more quickly. Nokomis told him that beavers live in 
families just as Indians do, and that it was the father and 
mother of each family that worked on each tree. Hiawatha 
wanted to know if there were no small beavers, and Nokomis 
told him that they were probably at home in the burrows. 
Suddenly the beavers all splashed into the water and swam 
away. 

Lesson VI. 

Matter. — Beavers cutting down trees — Tlic sentinel. 

Method. — What did Hiawatha see the beavers doing the 
night he watched them? The next night as they were walk- 
ing through the forest to the place where the beavers lived, 
Hiawatha looked up suddenly at Nokomis and said, ''Nokomis, 
I should think there would be work for the little beavers to do." 
Nokomis told him to wait and perhaps he would see the baby 
beavers at work. She told him that sometimes there were 
four or five children and these all lived in the same house with 
the parents till they were grown and built lodges of their own. 
As they came near the water Nokomis told Hiawatha that they 



56 OUTLINES AND SUGGESTIONS 

must be very quiet for it was time the beavers were at work, 
and sure enough, there they were, gnawing away at the trees. 
(Dramatize.) As Hiawatha sat down, he noticed one beaver 
which was not working. It was nearer the water and seemed 
to be watching the others. He asked Nokomis about it but she 
told him to wait and see. He could see by the light of the big 
moon that they had worked very late the night before for deep 
cuts were made in the trees. Hiawatha thought the beavers 
would surely finish their work that night and he was very anx- 
ious to see the trees fall, but Nokomis said they would need to 
come back the next night to see the trees fall. She said they 
would come early the next night. Then they started home. 
Then the beaver which was watching the others flapped his tail 
up and down in the water four or five times. When the others 
heard this they started for the water and were soon out of 
sight. Then Hiawatha understood why the beaver stayed 
near the water. Why? Nokomis told him that was the 
sentinel. The sentinel keeps watch while the others work, and 
when there is danger, he gives a signal. What is the signal? 
Why did he think there was danger? Hiawatha was becom- 
ing very much interested in the beavers and would have liked 
to watch them longer, but Nokomis thought they could not 
learn more that night. 

Lesson VH. 

Matter. — The way the trees fall — The work of the young 
heavers. 

Method. — What had Hiawatha learned about the beavers? 
The next evening they went early. Why? (Nokomis 
wanted Hiawatha to see the trees fall.) They were sitting 
quietly under their tree when the beavers came. The sentinel 
took his place by the water's edge and the others clambered up 
the banks to their trees. Soon he heard a sharp crack and saw 
one of the trees toppling over. It fell so that the top lay in the 



FOB PBIMABY TEACHEBS 57 

water. What did the sentinel do when the tree fell? Hia- 
watha watched closely and soon saw the two beavers at work 
on the limbs of their own tree. They were gnawing- them off. 
The limbs were not large, so it did not take long to cut through 
them. While these two were working away, Hiawatha heard 
other trees fall and saw the beavers begin cutting off the larger 
limbs as soon as the trees were down. He noticed that each 
tree fell with its top toward the water. He asked Nokomis 
why. She told him the beavers always gnaw more on the side 
towards the water, because by doing that the tree always falls 
toward the water and then they do not have to carry the wood 
so far. Hiawatha thought they were very wise to know that. 
As the trees fell, Hiawatha and Nokomis saw other beavers 
come out of the water. They were almost as big as the first 
that had come, but Nokomis told Hiawatha these were the 
young beavers come out to help trim the trees and carry the 
twigs and limbs to the place where they expected to build their 
lodge. Hiawatha and Nokomis watched for about three hours 
that night before they went home to sleep. As they rose to 
leave, Hiawatha had a chance to see the sentinel give his signal 
again, and watch all the beavers hurry into the water. Sketch 
the part of the forest where the beavers cut down the trees and 
left only the stumps. 

Lesson VHI. 

Matter. — Hiazvatha learning about the lodge. 

Method. — What did the beavers do the last night Hiawatha 
watched them. What do you think they were going to do with 
the trees? (Build lodges with some and use some for food.) 
Nokomis told Hiawatha they would not go to watch again for 
about a week and then he could see how the beavers built their 
lodges. And so, a week later, he and Nokomis again went to 
the water where the beavers lived. As they came near the 
water, they saw some queer looking things standing along the 



58 OUTLINES AND SUGGESTIONS 

edge and sticking out of the water. They looked just like a 
bowl turned with the top down. (Show picture.) What do 
}'0U suppose they were ? Some of these beaver homes were not 
finished. He noticed that they were very large — almost as 
large around as his wigwam, only not so tall. Nokomis told 
him they often made their lodges eight feet across. (Show 
how Avide that would be.) Hiawatha watched the beavers at 
work that night. Let us talk about what he saw them doing. 
What do we put on the walls of our houses to make them 
warm? Hiawatha saw the beavers preparing to plaster the 
walls of their lodges, too. What do you think they used? 
Yes, and they carried the mud on their broad, flat tails. They 
used it to plaster the twigs and small branches together. He 
discovered, too, that they used the dried moss and grasses for 
their lodges, just as the robins do. So that, when their home 
or lodge was finished, it looked very much like a huge nest. 
Nokomis said that the beavers put a carpet on their floor. Of 
what would they make it ? (Leaves, grass, moss.) The lodge 
has two doors, one on top, through which they let their food 
down into the lodge, and one through the bottom, through 
which the beavers enter. Their winter food is the bark from 
many of the trees which they had cut down. Hiawatha thought 
the beavers were very hard workers, to build such large houses 
and cut down so many trees. What do you think about them ? 



FOR PBIMABY TEACHERS 59 

NOVEMBER 



PREPARATION FOR WINTER. 
Lksson I. 

Matter. — Preparation for winter — (i) Seasons named — (2) 
IV hat is done in each season — (3) How plants and trees pre- 
pare for winter — Reading sentences based upon this work. 

Method. — What season is this? What season came before 
this? Which one is coming soon? What kind of weather 
then? That is the time when Nature rests and sleeps. What 
was she doing in the summer? What did the plants do in 
summer? Birds? Farmers? Now winter is coming. That is 
their rest time. Let us learn how the plants are getting ready 
for their long rest. What has happened to their leaves? 
(Changed color, faded, fallen.) To their stalks? To their 
seeds? (Ripened, dropped or flown away.) Roots? (Covered 
with leaves and soon with snow.) What has happened to 
leaves of trees? Have all lost their leaves? What is tree 
doing to protect its buds? (Giving many coats.) What do- 
ing to wood? What to sap? (Sending sap to roots.) Get 
ready now to tell of each that we have talked of. (Teacher 
write as pupil tells.) 

! Changed color, 
Faded, 
Fallen. 

! Changed color, 
Faded, 
Died down. 



Plants. 



/ Ripened, 
Seeds— | Fallen or 

\ Flown away. 

I Covered with leaves, 
and snow, 
Holding the sap. 



Trees. 



60 OUTLINES AND SUGGESTIONS 

I Leaves — Changed color, faded, fallen. 
Buds — Thick coats. 
Seeds — Ripen, fall, fly away. 
\ Sap — Goes to roots. 

Reading lesson based on above general lesson. 

Autumn is here. Winter is coming. The plants have finished 
their work. Now they must rest and sleep. Their leaves fade 
and fall. Their seeds ripen and fall or fly away. The tree 
gives its buds thick coats. The tree sends its sap to the roots. 
Its wood hardens. Mother Nature is telling all things to rest. 

She is singing, — 

"Lullaby, lullaby, all things must rest. 
Now while the summer dies. 
Closed be your little eyes 
Until old winter flies. 
Sleep, children, sleep." 



Sonets. 



Lesson II. 



Matter. — How birds, animals and insects spend their winter. 
Method. — Have this outline on board. 

Leaves. 

. Stalks. 
Plants. , 

Seeds. 

Roots. 

Buds. 
Trees. { Sap. 

Wood. 

Today you will tell me how the plants prepare for winter and 
talk about each one of these (pointing to sub-heads). 

Pupils recite in complete sentences. Each one reciting on all 
under "plants" or under "trees." 



FOE PRIMARY TEACHERS 61 

Today, let us learn what the birds are doing to get ready 
for the winter. (Have pupils tell that many have gone south.) 
Why do they go south? (Warmer, more food.) How go? 
When do they travel ? How far ? Name some birds that stay 
here. (Woodpecker, Jay, Owl, Chickadee, Sparrow.) What 
changes come to their feathers ? (Grow heavier, longer.) (If 
pupils do not know this, get them to make this inference from 
what they know of our own winter clothing.) 

Now, let us see what the animals are doing. What is the horse 
doing? (Shedding coat, getting thicker coat.) Cow? Cat? 
Dog? Etc. 

Bear? Wild rabbit? Squirrel? Frog? Turtle? Fish? 
Snake ? 

So we can say that some animals are shedding coats and 
getting heavier ones ; some are sleeping in holes ; some in the 
mud; some storing food. 

What are insects doing? (Spinning cocoons.) Show a 
cocoon. Name an insect that spins a cocoon. Some are hiding 
in crevices. Name some. Some are storing food. Name 
some. 

Why are they doing all this work? So Mother Nature is 
singing her lullaby to them. Let us sing it. 

"Lullaby," etc. 

Reading. — Almost all the birds have flown south. It is 
warmer there. They' can find plenty of food in the south. 
Some birds stay with us. Can you name some of these? 

They are putting on their winter coats. 

Their feathers are growing longer and thicker. 

Some birds come from the cold north to see us, too. Name 
some. 

The caterpillars have spun their cocoons. 

The flies have found a crevice in which to sleep. 

The bees have stored up food for winter. 

The snakes, the turtles, the frogs and the fish will have a 
long sleep under the ground. 



62 OUTLINES AND SUGGESTIONS 

Lksson III. 

Matter. — How farmers, the fathers, the mothers prepare for 
zuinter — Re-impress all things make ready for winter — Read- 
ing. 

Method. — Have this list upon the board : 

INDEX. 

The Teacher and the School. 

Program . 

Hand Work. 

How Time and Energy is Wasted. 

Pictures . 

Opening Exercises. 

Plays and Games. 

Writing and Spelling. 

Reading . 

Number . 

Method. — Plants, insects, animals, birds. 

Let pupils choose one to talk upon, telling in short, com- 
plete sentences how it prepares for winter. 

Now let us tell what the farmers are doing. (Gathering 
corn, bringing in hay and fodder to the barns, filling bins with 
fruit and vegetables, making warm houses for cattle.) (Ques- 
tion upon this, if pupils cannot tell ; as, I saw the farmer with 
his wagon and horses in the fie'd. What was he gathering?) 

The fathers who are not farmers are doing something, too. 
( Putting up storm doors, starting furnaces. Teacher be ready 
to question if pupils do not suggest these things.) 

What are the mothers doing? (Canning fruit, taking up 
plants, making heavier clothing, making bed clothing.) 

I wonder if there is anything that does not make preparation 
for the cold winter ? 

"Lullaby, lullaby, all things must rest," etc. 

Reading. — 

See the farmer in the cornfield ; what is he doing ? 



FOB PBIMABY TEACH EBS 63 

Our fathers are busy getting ready for winter; what are 
they doing? 

The mothers are making heavier clothing for the family. 

The plants are in pots in the window now. Who brought 
them in out of the cold ? 

See those jars of fruit ! 

See those glasses of jelly ! 

Who made them? 

Songs. — "Gaynor," p. 64; "Smith, No. i," p. 22; "Miscel- 
laneous," p. I. 

Handzvork. — Cut the leaves and color them. Make collec- 
tion of leaves and press them. Collections of seeds. 

Sketch the brown birds flying, or the Leaves' Party. 

Model an animal that spends the winter under the ground. 

"NIGHT"— BY THORWALDSEN. 

Lesson L 

Matter. — "Night," by Tlwrzvaidscn — The central thought of 
the picture. 

Method. — What are all things preparing for ? Do you think 
that all things must rest? An artist thought so and made a 
picture to tell us that. Here it is (show medallion of Night.) 
Let pupils study it for a time. Who is resting in this picture? 
How beautiful and peaceful they look. They do not look 
afraid to sleep, for who is caring for them? Does she look 
strong enough to do so? See those large wings. They can 
carry the angel and the babies. 

What time of day is it? How do you know? (Babies 
asleep, the owl, stars coming out.) 

Tha" is what Thorwaldsen is saying in this picture. What 
name do you think he would give it? (Night.) Why? 
What is he telling us? (That all things must rest. I think 
he wants us to know tliat some one is caring for us just as the 
angel is caring for the babies.) Let us tell all of that. Get 



64 OUTLINES AND SUGGESTIONS 

some such summary as this : It is night for I can see the babies 
asleep, and the night bird. I think Thorwaldsen wanted to tell 
us that all things must rest, and that someone would care for 
us when we rest. 

Reading. — 

This is the picture of night. I know it is night for the babies 
are asleep and the owl is flying about. 

How peaceful the babies look. They are not afraid. They 
know the angel will protect them. Does she look strong and 
good? Will someone protect us when we sleep? 

Will someone protect the insects, and the birds, and the 
plants while they sleep ? 

All things must rest. 

All things will be protected. 

Lesson II. 

Matter. — Review — Get central thought again — Develop the 
beauty of the picture. 

Method. — Let us look at the picture of Night again. Silent 
study. What does it tell you ? Is it not beautiful ? How Thor- 
waldsen must have loved the beautiful to have made this pic- 
ture. He carved it out of white marble and did it all in one day. 
Is that not wonderful ? We think he is a great sculptor. That 
means he can carve in marble. Let us see what makes this pic- 
ture so beautiful. See how babies are cuddling, angel is flying, 
see graceful folds in clothing. Trace the drapery that comes 
down between the wings. What shape? See the shape of 
heads. What kind of lines? Do you see any straight lines? 
Which make the beautiful picture ? How is the picture framed ? 
Is that better than a square frame? 

How Thorwaldsen loved to carve these beautiful things from 
marble. He said, one time, "If you tie my hands behind my 
back, I will carve out statues with my teeth." 

Would you like to know the story of Thorwaldsen's life? I 
will tell vou that tomorrow. Some of it you already know. 



FOB PRIMABY TEACHEBS 65 

You know a picture he made. What? Out of what did he 
make it ? What kind of hues did he use ? How long did it take 
him to make it ? How well did he love to carve these pictures ? 

Read, — 

Thorwaldsen was a sculptor. 

He carved the picture of Night. 

He used only curved lines in the picture. Why ? 

Thorwaldsen made Night in a few hours. 

He carved it out of white marble. 

Thorwaldsen loved to carve these pictures. 



NIGHT. 

Lesson I. 

Matter. — Life of Thorwaldsen. 

Method. — Today you are to learn the story of Thorwaldsen. 
He lived in Denmark. Let us go to that country. Go east to 
Atlantic Ocean. How travel? How long? Take a steamer, 
go across the ocean. How long? What direction? Now we 
come to Denmark. Some of your parents came from that 
country. We call these people Danes. Thorwaldsen was a 
Dane. His country was Denmark. Here is his picture. (Stod- 
dard's "Pictures on Denmark," p. 233.) (Bolton's "Poor Boys 
Who Became Famous," p. 65.) 

Thorwaldsen's father was a poor wood carver. Bertel used 
to help his father carve the wood and soon his father sent him 
to school so that he might learn to be more skillful. He loved 
his work and began to give lessons to other boys so that he 
might earn more mone3\ Pie wanted to go to Italy where he 
could learn to draw and carve still better. After some years he 
had money enough to go. He took his little dog. Hector, said 
good-bye to his parents, and started for far away Italy. How 
would he feel then ? Oftentimes he thought he would go home 
for he was poor and homesick, but he stayed on and worked 



66 OUTLINES AND SUGGESTIONS 

hard and at last his pictures began to sell. How would he feel 
now? Here are some pictures which he carved at that time. 
(Show pictures from Stoddard.) 

When Thorwaldsen was 68 years old, he went back to his 
home. He was a noted artist now. All the world praised him 
for his work. How would the people in his own country receive 
him? (Tell of the enthusiastic reception.) 

A large building was erected for his works. Some day you 
will go to see it, I hope. In the yard you will see Thorwald- 
sen's grave. Here is the picture. (Stoddard, p. 242.) How 
happy he was to be buried in the midst of his works that he 
loved so well. How thankful we are that he made these beauti- 
ful things for us. 



PILGRIMS AND THANKSGIVING. 

Lesson I. 

We will go on another journey today. Travel toward the 
east for about three days and three nights. How are you travel- 
ing ? You come to a large body of water. What ? Have you 
made this journey before? How would you cross the ocean? 
If you sailed to\Aard the east for about a week you would come 
to a country called England. We are going to talk about some 
people who lived in England nearly three hundred years ago. 
These people who lived in England so many, many years ago 
were very unhappy. The King wanted them to go to his church 
and pray the same prayers which he prayed. Many of the peo- 
ple would not do this. They were whipped or put in prisons. 
What do you think your fathers and mothers would want to do 
if they lived in a country where they were treated in that way? 
(Go away.) That is what these people did. They got a boat 
and sailed to a country east of England named Holland. When 
they reached Holland they found such queer people living there. 
They spoke Dutch and the English people could not understand 



FOR PUIMABY TEACHERS 6/ 

anything that was said to them. The Httle EngHsh boys and girls 
soon learned to talk Dutch and were very happy with the chil- 
dren in Holland. This is the way a little Holland girl looked. 
(Show doll dressed in Dutch costume.) Her name is Wilhel- 
mina. (Free expression.) What queer shoes she wears. If 
Wilhelmina could talk she would tell you that when the boys 
and girls in Holland go to school they take off their wooden 
shoes and leave them in a heap outside the door. Vv bat a time 
they have when school is out, finding their own sho^s 

Lesson H. 

For a time, these English people were happy in Holland, but 
when they saw their children talking Dutch, saw them growing 
so much like the boys and girls who lived in Holland, they said, 
"This will never do. We want our boys to speak the English 
language; to love England and her flag. We must leave Hol- 
land." They heard of the country across the sea that Columbus 
discovered. What country was it? America, our country. 
They knew that here they could have their own farms, schools 
and churches. So they determined to come to America. What 
a long voyage they will have to take. In what will they sail ? 
In those days the ships did not sail as fast as they do now. The 
Pilgrims knew that it would take them about three months to 
get to America — about as long as we have been going to scIjOoI 
this fall. They knew they would have to get a strong ship- 
one large enough to hold over a hundred men, women and chil- 
dren. They went back to England to get their ship and to say 
good-bye to their friends, their homes, their country, before 
sailing for America. Here is the picture of their departure 
from Holland. They came to England and got a ehip to bring 
them to America. Their ship was the Mayflower. It looked 
like this. (Show picture.) Not a very large ship for so many 
people. When we leave home to go on a journey, our friends 
come to the train to bid us good-bye. The friends of the Pil- 



68 OUTLINES AND SUGGESTIONS 

grims came down to the shore to bid them good-bye. Here 
you see them. ( Picture. ) 

Notice the two men who are standing near the water's edge 
looI<ing off in the distance. What are they wat '.hing ? They 
are looking to catch a last glimpse of the ship Do you see the 
little boy who is looking so anxiously into the old man's face? 
He seems to say, "What does it mean ?" Why ar?, the people so 
sad ? What is the old man telling him ? Notice the old gentle- 
man who stands in the center of the group. Tlie boy near him 
is older than the other little fellow. He seen s to understand 
what is happening. He and the old gentleman are looking in 
the same direction. What are they thinking? Notice this 
man's long black robe. Do you know who he is ? The people 
look to him for comfort, for sympathy. They feci that he trusts 
in God, that he believes all is for the best. When the ship had 
gone out of sight, this old man said, "Let us pray;' and then 
they prayed and thanked the Lord and took courage. 

Lksson HL 
As the Mayflower sailed away, I suppose the IMlgriuis called, 
"Good-bye! Good-bye!" And when they were too far out on 
the ocean for their friends to hear them call good-bye, perhaps 
they took out their handkerchiefs and waved a last farewell. 
Here we see the Pilgrims on board the Mayflower. From what 
book is this man reading ? The man who kneels is asking God 
to guide them during their long, dangerous voyage. The ship 
sails farther out on the ocean. I'm going to tell you how the 
boys and girls felt. The ocean was rough and the waves tossed 
the ship this way and that way. The children got sick. They 
wanted to go home. They grew so tired and thought of the 
happy times they would have when their ship reached lai>/l. 
Two little baby boys were sent to them. One was born out on 
the ocean. They named him Oceanus. Why ? The other one 
came just before the ship landed. Every day they all looked 
earnestly for land. Why ? One day one of the men saw that 



FOR PRIMARY TEACHERS 69 

land was in sight. How do you think the boys and girls felt 
when he told them ? What did they do to show that they were 
pleased ? They clapped their hands and fairly shouted, "Land ! 
Land ! Land !" They ran to tell the good news to their mam- 
mas. They ran l:-^ the little baby boys and said, "Babies, do 
you know that we ha^ "^ almost reached land and are going to 
get off this ship?" As if those babies would understand what 
was being talked of. Nearer and nearer the ship came to land 
as you see in this picture. (Landing of Pilgrims.) The 
water was so shallow that the Mayflower could come no 
nearer. How did those people get on land? Another row 
boat is coming. What time of year was it? It was nearly 
Christmas time. A bitter cold day. The ground was cov- 
ered with snow. The Pilgrims did not have on very warm 
clothes. How did they keep warm? Who made the fires ^ 
One man is coming with an armful of sticks. What are those 
men taking from the boat? Some of the people are feeling 
sad. They are thinking of their homes in England, of their 
friends. Yet they are thankful for a safe voyage across the 
ocean ; thankful that they are in a country where they can be 
free to think, and to do as they choose. To whom are the 
women giving thanks? The little boy has his hands clasped, 
too. From what book is the man reading? Do you see the lit- 
tle baby v^-ho was born out on the ocean ? The Pilgrims could 
see nothing but deep woods. There was a large rock on the 
shore. They called the place Plymouth Rock. 

Lesson IV. 

What people lived here ? There were no houses for the Pil- 
grims. They began to think about where they would live. 
They decided to make one big, log house and all live in that 
until each family could have its separate house. (Show log 
house or one made of corrugated pasteboard.) Those were 
busy days for the Pilgrims. What were the fathers doing? 



70 OUTLINES AND SUGGESTIONS 

The mothers? In what ways did the children help? Study 
the dress. (Show picture.) Soon there were many little log 
houses. It was a long, hard winter. The people did not have 
warm clothing. Their food was scarce. Many of them took 
sick and died. The little baby who was born out on the ocean 
died. There was a high hill near Plymouth Rock. Upon this 
hill the Pilgrims made a log fort. (Show.) The upper part 
was used for a church. In this picture we see the men, women 
and children going to church. (Picture. Pilgrims going to 
church.) (Free discussion.) What time of year? What 
does the little girl see? Why do the men carry guns? They 
never felt quite safe. One man always stayed outside to watch 
that the Indians might not creep up and surprise the people. 
One day the men of the colony were having a meeting in this 
log house and an Indian came to the door and said "Welcome, 
Englishmen." His name was Samoset. The Pilgrims gave 
him a good supper and some presents. They hoped he would 
go away then, but he wanted to stay all night. Do you think 
they wanted him to stay ? Why ? They said he could stay. A 
bed was made for him in one of the houses. The next day he 
went away. He came back in a few days bringing five other 
Indians with him. One of these was named Squanto. When 
Samoset and the other three went away, Squanto stayed with 
the Pilgrims. The long winter passed and then came the 
bright spring days. Why were the people so busy at that time? 
Squanto helped them in a great many ways. How? All the 
bright summer the fields of grain had been ripening in the sun. 
The corn, the pumpkins, the fruit had grown so well that the 
Pilgrims would have enough to last them all the next winter. 
This is what they said, "Harvest is come. The bins are full. 
The barns are running o'er. Both grains and fruits are gar- 
nered in till we've no space for more. We've worked and 
toiled through heat and cold to plant, to sow, to reap. And 
now for all this bounteous store, let us Thanksgiving keep." 



FOR FEIMABY TEACHERS 71 

Lesson V. 

We will learn how they kept this Thanksgiving. They said 
let us set aside a day in which to thank God for this harvest, 
for it is He who has sent the sunshine and rain to make the 
seeds grow. They decided to invite the Indians. What Indian 
was sent to invite the other Indians? How busy the Pilgrims 
were in getting ready for this Thinksgiving day. 

Early in the morning on that day the people were awakened 
by loud whoops and yells. What did this mean? Yes, the In- 
dians had come before breakfast. I will tell you how this first 
glad Thanksgiving day was spent. They all gathered together 
for morning prayers. After which they ate breakfast. Then 
they all went to church. When the services were ended the 
people went home to their Thanksgiving dinner. The mothers 
cooked something of everything that was raised on the farms. 
(Children suggest.) How good things tasted! How^ happy 
every one felt! The Indians thought they had never tasted 
such good things. After dinner the Indians played with the 
children. What do you think they played? In the evening 
they told stories, sang songs and had a good time. This was 
the first Thanksgiving. Was it not a happy one? Other peo- 
ple came to this country. They kept Thanksgiving. For over 
two hundred years we have made this day a holiday. Like the 
Pilgrims we have a harvest feast to which families and friends 
meet to unite hearts and voices in giving thanks for all things. 

Lesson VI. 

When is our day for giving thanks ? What will you do that 
day ? The President and the Go,\ternor have asked all the peo- 
ple to go to church and give thanks to God. This is what the 
President says. (Read part of the proclamation.) Do you 
think the people will do so? Have you something for which 
you will give thanks ? Tell me one thing. What can you do to 
cause others to be thankful? 



72 OUTLINES AND SUGGESTIONS 

GENTLEMAN GAY's THANKSGIVING. 

Said old Gentleman Gay, "On a Thanksgiving Day, 

If you want a good time, then give something away ;" 

So he sent a fat turkey to Shoemaker Price, 

And the shoemaker said, "What a big bird! How nice! 

And since such a good dinner's before me, I ought 

To give Widow Lee the small chicken I bought." 

"This fine chicken, oh, see !" said the pleased Widow Lee, 

"And the kindness that sent it, how precious to me! 

I would like to make some one as happy as I — 

I'll give Washwoman Biddy my big pumpkin pie." 

"And oh, sure!" Biddy said, " 'tis the queen of all pies! 

Just to look at its yellow face gladdens my eyes. 

Now it's my turn, I think; and a sweet gingercake 

For the motherless Finigan children I'll bake." 

Said the Finigan children — Rose, Denny and Hugh — 

"It smells sweet of spice, and we'll carry a slice 

To poor little lame Jake, who has nothing that's nice." 

"Oh, I thank you, and thank you," said little lame Jake; 

"Oh, what a bootiful, bootiful, bootiful cake! 

And oh, such a big slice! I will save all the crumbs. 

And will give them to each little sparrow that comes." 

And the sparrows, they twittered, as if they would say. 

Like old Gentleman Gay, "On a Thanksgiving Day, 

If you want a good time, then give something away." 

— Marian Douglas, in Little Men and Women. 

It is doing and giving that makes us happy. Let us plan to 
do and give for our Thanksgiving. (Plans are made to be car- 
ried out on the day before Thanksgiving.) 

The happy thank-you day has come, 

And harvest time is past. 
We've gathered fruits and nuts and grains, 

We'll say good-bye at last ; 
Good-bye to Autumn, Autumn dear. 

And with our parting words 
We'll sing our thanks to God above, 

For fruits and trees and birds. — D. H. 

Songs. — "Merry Songs and Games," p. 42 ; "Holiday 



FOR PRIMARY TEACHERS 73 

Song," pp. 72-75; "Miscellaneous Songbook," p. 10; "Smith," 

No. 2, p. 23. 

Hand Work. — 

Cut and model shoe of Holland girl. 
Sketch the Holland girl — Pilgrim. 
Make log cabins of clay or corrugated pasteboard. 
Model on sand the different scenes. 
Model in clay or water color the fruits and vegetables 
of this season. 

Reading. — "Taylor," pp. 79-87; "Taylor." pp. 113-119; 
"New Era 3rd," pp. 37-41 ; "Literature 3rd," pp. 48-51 ; "Cyr 
3rd," pp. 119-125- 



APPLE. 
Lesson L 



Matter. — Form — Sui'facc — Color — Si.'^c — Study of parts — 
Story. 

Method. — Each child have an apple. Observe it carefully. 
Free expression of observation. What is its size? Compare 
it with other fruit that you know. What is the shape of the 
apple? Sketch. What kind of surface? (Smooth.) Show 
the curved surface. Of what do these ends make you think ? 
(Dimples.) That is what they are. Which is the stem dim- 
ple ? The blow dimple ? What does the blow dimple look like ? 
(An eye.) What is the stem for? 

Give the colors of ripe apples you have seen. What color are 
unripe apples? When does the apple do its growing? This 
little poem will tell us : 

The tree bore its fruit in the midsummer glow ; 

Said the girl, "May I gather thy apples now?" 

"Yes, all thou canst see; 

Take them all ; all are for thee," 

Said the tree while he bent down his laden bough. 

When do the apples fall? When are they ready to pick? 



74 OUTLINES AND SUGGESTIONS 

Then what must we do with them? \Vhere do we keep them 
in the winter ? What other things are ready to be stored away 
at this time? Grains, corn, vegetables, nuts. 

What hohday comes soon? What fruit do we want then? 

Song. — "Thanksgiving Song," Gaynor, p. 67, verse 2. 

Of what use is the skin ? What kind must it be then ? 
(Tough.) Let us see whether the skin is thick or thin. (Cut 
.'ipple horizontally and then vertically.) How is the skin? 
(Thin.) (Have the orange for comparison.) 

What part of the apple do we eat ? (Pulp.) Show it. De- 
scribe the pulp. (Soft, juicy, white.) Is it good to eat while 
fjirowing? How does it taste then? (Sour.) How when ripe? 
Do all apples taste alike? When is the apple most juicy? Look 
at the center of your apple. What is the core? Where is it? 
Show flower in core. What are the parts of the core called? 
How many cells in the core ? What shape are the cells ? Sketch 
ont. What are they for? How many seeds in each cell? 
( \''ary. ) Which way do seeds point ? Whai is the color of the 
seeds before the apple is ripe? After it is ripe? How can you 
tell when an apple is ripe? (Mellow, red, seeds brown, falls.) 

Why is the core put in the center of the apple? Take a seed. 
What is its size? Its shape? (Oval, pointed, end.) 

Of what use is the apple? (Cider, vinegar, food.) 

Of what use are the seeds ? 

Tell story of Apple Seed John. 



CRANBERRIES. 
Lesson I. 

Matter. — Special study of the fruit — Where grown — How 
—Use. 

Method. — (A sketch of vine on board and dish of cranber- 
ries on table.) What berry will you have for your 
Thanksgiving dinner? Did you ever see any cranberries 



FOR PRIMARY TEACHERS 75 

growing? The shrub is four or five feet high. Show 
that height. It grows in the eastern part of our 
country in marshy land, near a stream of water. 
The berries are picked by hand, and who do you think 
helps to pick them? (The children are often seen wading to 
their knees in the swamps picking berries.) Give children 
cranberries to examine. 

Bring out thought of shape {^gg shape), size (size of spar- 
row's &gg), skin — smooth. 

What is the color of the berry? Light red at the blossom 
end, darker toward stem end. (Free expression from chil- 
dren. ) Can you separate the skin from the flesh easily ? What 
color is the flesh? 

We will taste the fruit ; what is its taste ? 

How does your mother prepare it for the table? (By cook- 
ing.) What does she put with it to make it good to eat? 
(Sugar.) How we will enjoy the cranberries and turkey at 
our Thanksgiving dinner. 

Hand Work, — 

Modeling and coloring the berries. 

Sketching bowl with berries. 

Stringing the berries for Thanksgiving decorations. 



POTATO. 
Lesson L 



Matter. — The plant as a whole. 

Method. — (Have plant with roots and young potatoes to 
show to the class.) (Free expression.) Bring out height, 
branching, color, blossom, etc. When were the potatoes 
planted ? Were they raised from seed or from something else ? 
Look as the potato. Notice the eyes. (Sketch potato, show- 
ing eyes.) From these eyes the new plant grows. How many 
plants will come from yours? Will these little potatoes grow 



76 OUTLINES AND SUGGESTIONS 

if they are separated from the plant? Where does the little po- 
tato get its food by which it grows larger? (Stem, roots, 
leaves.) Where does the plant obtain food? (Soil, air.) As 
soon as the potato has grown to full size, the stem dies ; why ? 
The food which the stem had collected is stored up in the po- 
tato, and the stem has no more work to do. Do you know of 
any other plants that produce underground fruit? 

Lesson II. 

Matter. — Poem — Use of potato — Composition. 

"I'm just a small potato. 

But surely you'll agree, 
You cannot cook a dinner 

Without some aid from me. 
So here you see me ready 

To help with all the rest. 
Just eat me with your turkey, 

Cooked as you like me best." 

Of what use is the potato to us? (Food.) 

Let us find out what potatoes are made of. (Cut a potato 
and have children feel of surface.) How does it feel? (Wet.) 
Then must there not be water in it? (A potato has been cut 
in thin slices and left in a pan of water.) (Have children ex- 
amine this. Show the starch which has settled in the bottom 
of the pan.) What is it that the potato contains a great 
amount of? (Starch.) (Explain that it is held in tiny cells 
and when these are cut, it comes out ; that much of the starch 
used for laundry work comes from potatoes.) We will plant 
the potato and see how this common vegetable, which forms a 
great part of our food, grows. 



DEER. 

Lesson I. 
Matter. — Appearance and characteristics of tlic deer — Food. 
Method. — What friends had Hiawatha in the forest? (Free 
response.) Hiawatha had spent so much time in the forest 



FOR PBJMAllY TEA CHE as 77 

and had watched so closely that his eyes had become very keen. 
He could see a bird when it was sitting in the very top of a 
tree; he could hear the fishes splash in the water when they 
were far from shore; he could smell the flowers and herbs 
when they were a long way off and tell what they were ; he was 
growing straight and tall and was very happy with his friends 
in the woods and his dear old grandmother. One friend he 
loved very dearly was this one. (Show picture.) What do 
you think Hiawatha learned about it first? Why did he love 
the deer? Beautiful, graceful, harmless, full of life and 
strength.) Hiawatha would follow the deer and he had learned 
to walk so softly that sometimes he would get very near before 
they would see him. Then they would bound away, making such 
great leaps in the air that they looked almost as if they were 
flying. (Show picture.) (Dramatize.) Hiawatha would 
tell Nokomis what he had learned ; he told her that only the 
father deer had antlers. He told her what the deer ate. Can 
you tell? (Twigs, moss, grass, etc.) He said that often he 
followed them far into the woods and there in an opening 
among the trees near the water they made their home. Some- 
times he would see them plunge into the water for a swim. 
(Dramatize Hiawatha telling what he learned.) 

Lesson H. 

Matter. — Winter habits of tlie deer. 

Method. — What had Hiawatha learned about the deer? 
(Review all points of previous lesson.) When winter came, 
Hiawatha still watched the deer, for they stayed in the forest 
all winter. He and Nokomis saw their tracks in the snow and 
followed them to the woods. They learned much more about 
the deer. Sometimes they would follow the tracks until they 
came to the place where the deer had stayed all night. We call 
the tracks that the deer makes its trail. Nokomis told Hia- 
watha that the deer always lie with their heads toward the trail 



78 OUTLINES AND SUGGESTIONS 

they have made. Why? (To guard against enemies.) They 
found how the wind helped the deer. How does it? (Keen 
smell, can locate enemies.) After they had gone home one 
night. Hiawatha heard a strange cr}' in the woods. "What 
is it. Nokomis ?" he asked. She answered, "It is the deer call- 
ing to its mate." Then he would think happy thoughts of his 
gentle friend with the soft eyes and fall asleep again. 



THE RABBIT. 
Lesson I. 

Matter. — Summer home; care of little ones; timidity. 

Method. — Hiawatha was walking in the forest one morning 
when one of his friends ran swiftly across his path. It had 
long ears and a short tail. What was it? He watched it as 
it ran down among the bushes near the water, never looking 
back. "Why are you afraid of me, little friend?" said Hia- 
watha, "and why are you running so fast? Where do you 
live?" But you may be sure the rabbit did not stop to answer. 
"I must learn why the rabbit is so timid," thought Hiawatha. 
He went every day to watch the rabbit. Sometimes he would 
see it nibbling grass and the tender ends of twigs and shrubs 
and the bark of trees. What for ? What does the rabbit like to 
eat? (Leaves, twigs, carrots, cabbage, apples.) But always 
when the rabbit saw him, he would scamper away very fast. 
One day after Hiawatha had been watching quietly for a long 
time, he saw the rabbit come out from a bunch of dry grass, 
near a stump and run away. "Now," thought Hiawatha, "I 
liave found your home." (Dramatize.) After the rabbit had 
gone, he crept softly to the stump. He pushed the dry grass 

aside and looked down. (Dramatize.) What do you suppose 
he found? He saw nothing at first but a hole in the ground, 

but looking more closely, he saw that the hole went back a lit- 
tle way and there, resting on some dry grass that lined the nest. 



FOB PEIMABY TEACHERS 79 

was a funny little bump covered with fur. (Sketch.) He put 
his hand in very, very gently, lifted the fur, and what did he 
see ? Yes, four little baby rabbits. He put the fur over them 
again, slipped quietly away and then ran home as fast as he 
could go to tell Nokomis all that he had seen. (Dramatize.) 
What did he tell Nokomis? (Response.) He told her all 
about the warm blanket of fur over the baby rabbits and No- 
komis told him that the mother rabbit made the blanket with 
the fur from her breast. Wasn't she a loving mother to care 
for her babies so tenderly? After that, Hiawatha went again 
and again to see the rabbits. 

Lesson H. 

Matter. — Description of rabbit — Protectiz'e covering — Hab- 
its — Preparation for zviiitcr — Cut, rabbit. 

Method. — Hiawatha had watched the rabbits so closely that 
he would tell Nokomis many things about it. What would he 
tell her about its ears ? Its tail ? What would Nokomis say ? 
Can you tell why its ears are so long? (Free expression.) 
These are some of the questions Hiawatha asked Nokomis : 
Can the rabbit climb trees like a squirrel and get away from 
harm? Can it go under water like the beaver? What can it 
do? Yes, it can run very fast and it can hear so well that it 
knows when danger is near. Then it scampers off to its home 
or to some other safe place. It often has four or five good 
places to hide that it knows all about and it runs to one of these 
as fast as it can go. Then it sits so still, with its long ears 
lifted, listening for the least sound of danger. What color is 
the rabbit? Could you see it very well if it were sitting in 
some brush or near a log ? It has very bright eyes. He learned 
all these things about the rabbits and as the summer went by 
the little rabbits grew and grew until they were nearly as large 
as the father and mother rabbit. When the frost came and 
the squirrels and beavers and birds were preparing for winter. 



80 OUTLINES AND SUGGESTIONS 

Hiawatha was anxious to see what the rabbit would do. They 
did not seem to be saving anything for winter. He wondered 
about this. One day when he went to the old place to see the 
rabbits they were not there. (Dramatize.) He went every 
day, but only saw them scampering past once or twice. He 
asked Nokomis about it, but she told him to watch and he 
would find their new home. She went with him one day. 
They sat down near the water where there was brush and sand 
and dry grass. Hiawatha saw the rabbits run under the brush 
and dry grass. Then Nokomis told him that the little rabbits 
were big enough to take care of themselves and each one made 
a burrow in the grass and brush and there it made its home 
near the other rabbits. 

Lesson HI. 

Matter. — Winter home and habits of the rabbit. 

Method. — Hiawatha wondered what the rabbits would eat in 
winter, so he and Nokomis watched to see. What did the}'^ see 
the rabbits do? Yes, after the leaves had all fallen they still 
saw the rabbits nibbling the ends of twigs and shrubs. Often 
they would see them eating the bark of trees. Do you know of 
anything else the rabbits like to eat? One day in the winter, 
a great snow came and covered all the ground ; the wind blew 
and made great drifts everywhere. Hiawatha was very anx- 
ious about the rabbits. He knew what the squirrels had to eat. 
What? But he thought the poor rabbits would surely starve 
for their twigs were all covered with snow. Nokomis told him 
that the rabbits were safe and that she would take him to the 
forest to find out about them. As soon as the crust of the snow 
was hard enough to hold them up, they went. How beautiful 
the forest looked ! The trees and bushes and ground were all 
white and sparkling with thousands of little crystals like dia- 
monds. Hiawatha was too happy to talk, but went along 
through the forest holding Nokomis' hand and looking at all 



FOR PRIMARY TEACHERS 81 

the beautiful things around them. (Dramatize.) After a 
while they came to some great drifts near the place where the 
rabbits had been. Around and over these drifts they saw some 
tiny little marks. What were they ? Then they knew the rab- 
bits were still there. They followed the tracks and presently 
came to a hole in the snow. Hiawatha did not know what that 
meant, but Nokomis told him that the rabbits had made an- 
other home, and away back in the big snow drift there was a 
cozy little room big enough for the rabbit to lie in and there he 
could stay and be as cozy as the squirrel in his tree. She told 
him, too, that the rabbit always took care to have his room 
near the roots or branches of some tree or shrub and he could 
often stay right at home and eat his dinner. He was glad to 
find that his timid little friend was safe. As he went home he 
thought of the squirrel in the tree, the beaver in its lodge under 
the water, the rabbit in the snowdrift, and of his own wigwam, 
where he could be warm and happy. 

Name Hiawatha's animal friends. 

This is what Longfellow says about Hiawatha: 

(Repeat, "Of all the beasts." etc.) 

Song. — "Gaynor," p. 69. 



TURKEY. 

Lesson L 

Matter. — Special study of the turkey. 

Method. — (Pupils have been observing the turkeys at home, 
if possible.) (Sketch is upon the board.) 

You have been watching the turkeys at home. What kind 
of food do they eat ? How do they get their food ? Where do 
they stay at night ? ( In high tree or on fence. ) Can they fly ? 
(A little ways.) How run? (Very fast.) Can you run as 
fast? 

Our first turkeys were wild, and we got them from the for- 



82 OUTLINES AND SUGGESTIONS 

est. Are there any wild turkeys now? (Great flocks in the 
west that Hve on nuts and insects.) 

Let us look at this turkey today. What kind of a body has 
it? What is the shape of its neck? (Long.) Tell what you 
can about its head. What is the shape of its bill? (Thick, 
short and pointed.) (Sketch.) 

See that part that looks like a comb. That is called a 
wattle. Is it held as the chicken's is held? What color are the 
turkey's feathers ? Of what use are the feathers to the turkey ? 
What use to us? (Dusters, hat trimmings.) What did the 
Indians use them for? Have children bring some to school 
to make headdress for Indian boy in Hiawatha Lessons. 

Show me the tuft of long, coarse hair on the breast. 

Do the legs look strong? What do you think of the length 
of the legs, compared with the length of feet ? How many toes 
are there? How arranged? Have you studied another bird 
with toes arranged the same? (Sketch toes.) 

What grows for a short distance between the toes? (Web.) 
What other fowl has webbed feet ? Can the turkey swim ? (A 
little.) Look at the way he holds his tail. Does he always 
keep it in that position? How does he sometimes hold it? 
When does he do that? 

He is such a proud bird and gobbles so much when he is 
strutting around. Show how he does this. 

This is what he seems to say, — 

"Oh, see us come marching, 
Our fine feathers arching. 
We're kings of the barnyard — 

Plump turkeys are we. 
We strut all so proudly. 
We gobble so loudly — Oh, 
'Gobble! Gobble! Gobble!' 

Plump turkeys are we." 



FOB PBIMABY TEACHEBS 83 



DECEMBER. 



CHRISTMAS. 
Lesson I. 

Matter. — New month — What it brings — Story of the birth 
of Christ told by pupils, then read from Bible by teacher. 

Method. — We have a new month. What? This month 
brings us the happiest time of all the year. What is it? (Christ- 
mas.) And what is Christmas? (Christ's birthday.) Where 
was He born? (Have pupils tell freely all that they can. 
Teacher ready to ask questions which will bring out all im- 
portant facts in the story of Christ in Bethlehem.) (Write on 
board all words new to pupils so that they may see as well as 
hear them.) 

When did all this which you have told me, occur? (Give 
idea of comparative time by thinking of oldest man they know ; 
then how many times his age.) How long ago it was, 
and yet all those hundreds of years it has not been forgotten. 
We love to think about this baby. Each year we love to cele- 
brate his birthday and call that time the most joyous time of 
all the year. 

This is the way the holy men wrote about the birth of 
Christ. 

Teacher read Luke 2 :4-20 ; Matthew 2 ; Luke 2 :40-52, mak- 
ing such comments as are necessary to an understanding of the 
text. 

Lesson H, 

Matter. — Journey to Holy Land — Why called Holy Land? 
— Soil, climate, productions, occupations — Appearance and 
dress of people — Picture of Shepherds, by Plockhurst — Bible 
verses: Luke 2:8-20. 

Song. — "Shepherds Watching Flocks." — Wiggin. 

Method. — Today I want you to go with me to the country 



84 OUTLINES AND SUGGESTIONS 

where Christ was born. People go there very much these days. 
Why? (Free expression from pupils.) We love Christ so 
much that we would like to see the very places where he walked 
and talked and played and worked. For he did all of these 
things just as you do. So we will go to his first home to-day. 

We will take the cars here and travel east for about three 
days. Show that direction. Walk east. How many days' 
will we travel east? What day will it be then? What have 
we seen on the way ? 

Now we have reached the ocean. What ocean? (Write 
Atlantic.) We must cross that. How? (Brief description 
of steamer and journey.) We are still traveling east. This 
time we will journey for over two weeks, across the Atlantic 
ocean and across the Mediterranean Sea, until we come to land 
again. When have you made this journey before? 

This is the Holy Land. Why is it called Holy Land? And 
so we think of this as we come off the steamer and stand on 
this land where Jesus stood. Where would you like to go 
first? (Free replies, — then suggest Bethlehem, if it is not 
suggested by pupils.) How shall we travel to reach Bethle 
hem? We can go by rail almost all the way, but the road is 
hard and smooth so we will take carriages. We can see more 
of the country and the people if we go in carriages. 

What kind of country do we see? Not very different from 
ours in some respects. The soil is very fertile. The climate 
is warmer, quite like California. Now you can tell me what 
will grow in such a soil and such a climate. (Grass, wheat, 
potatoes, oranges, olives, bananas, etc., etc.) 

You can tell then what the people do in this country. But 
oh, what rude implements they have to work with. Over 
there is a man plowing. (Show picture. Carpenter's Asia, p. 
285.) Look at his plow. What is it? Only two wooden 
sticks put together like this. (Show model.) And this 
strange plow is hitched to — (camels). That doesn't look 



FOR PRIMARY TEACHERS 85 

much like plowing in our country. What do you think of the 
appearance of the farmer? (Discuss the dress.) The people 
dressed and worked that way when Jesus lived here. 

Over there on the hillside are the sheep and cattle. Who 
cares for them ? ( Shepherds. ) What is the work of a shep- 
herd? To whom do the angels bring the news of Christ's 
birth? (Show picture by Plockhurst.) These shepherds 
which we see in the Holy Land look very much like these 
who went to see the Christ child. Discuss dress appear- 
ance. (See Ben Hur, pp. 58-89.) (Lead the children to feel 
the beauty of the night, the splendor of light that is shining 
round about.) What is it the angels are saying to the shep- 
herds ? ( Luke, 2:10-14.) 

Sing. — "Shepherds Watching Flocks," etc., from Wiggin's 
Kindergarten Chimes. 

Lesson IIL 

Matter. — Bntrance into Bethlehem — Appearance of town 
— Expression of this on sand table — Houses,Chiirch of Nativity, 
the place of Christ's birth, how marked — Our feeling as we 

look at this place. 

Sing. — "In a Country" — Wiggin. 

Recite. — "O, Little Town of Bethlehem" — Brooks. 

Method. — And now today we will go into Bethlehem. Only 
think of it, into the very town where Jesus was born. There 
it sits on that steep hillside. (Show picture, Stoddard's Jeru- 
salem, pp. 199 and 205.) See how the houses rise in rows 
above each other. We can make it here in the sand. (Have 
expression on sand table.) 

What kind of houses do we see in Bethlehem? (Discover, 
from picture, low, flat roofed.) That is the way they were 
when Jesus lived there. Many are dug out of the hillside, 
the hill making the back walls. How does that compare with 
your home. Now we have come to the very place where 
Christ was born. 



86 OUTLINES AND SUGGESTIONS 

Where did the angels tell the shepherds they would find the 
baby. (Have this written on the board, — "Ye shall find the 
babe lying in a manger.") Read. What is a manger ? This 
holy spot is not used as a stable now. Because it is so holy a 
place, what do you think the good people have built there? 
(Church.) So today we go into a church. We go down the 
steps into a room that is partly underground, just as the 
houses were that we saw in the picture. This room is like a 
cave. There on the floor is a large white marble slab, and in 
the center of the slab is a silver star. 

Can you see how this looks? Sketch it here on our floor. 
On the star is written, "Here Jesus Christ was born of the 
Virgin Mary." O, how reverently we look at that star. We 
think of Jesus, the holy baby, lying in this room ; of his dear 
mother, and his gentle father. How happy the parents were 
because of their little babe. We can almost see them there. 
Who came to see him? (Show pictures, "Holy Night," Cor- 
reggio, "Nativity," Le Rolle. Children study and express 
freely. Teacher remarking or questioning just enough to add 
to their suggestions. 

Sing. — (Tune, "Home, Sweet Home.") 

"Away in a manger, no crib for His bed, 
The little Lord Jesus lay down His sweet head. 
The stars in the sky looked down where He lay, 
The little Lord Jesus asleep in the hay. 

"The cattle are lowing, the poor baby wakes, 
But the little Lord Jesus, no crying He makes. 
1 love Thee, Lord Jesus, look down from the sky. 
And stay by my crib, watching my lullaby." 

Lesson IV. 

Matter. — Home of Mary and Joseph — Why they zveiit to 
Bethlehem — Why there was no place in the inn — Description 
of stable — Study of "Nativity" and "Holy Night." 

Song. — "Away in a Manger." 



FOR PRIMARY TEACHERS 87 

Method. — The home of Mary and Joseph was in Nazareth. 
Joseph was a poor man who had to work hard every day. He 
was a carpenter. What did he build? Today let us find out 
why they had left their home in Nazareth and had come to 
Bethlehem. They had come to Bethlehem to pay their taxes. 
Your fathers and mothers pay taxes on your homes. That is 
money which they pay to the state. Joseph had to pay taxes, 
too. He had to pay them in the town where he was born. 
That town was Bethlehem. Now you know why they went to 
Bethlehem. Tell me. How do you suppose Mary and Joseph 
traveled from Nazareth to Bethlehem? (Free expression.) 
Why not use a camel or a horse? So Mary rode a donkey 
while Joseph walked by her side. Mary was young and very 
beautiful, but Joseph was much older. You have learned how 
people dress in that country. Tell me. Mary also wore a 
soft, white veil over her head and neck and across her face. 

Mary and Joseph were a long time on the way. Why ? 

How would they feel before they came to the end of the 
journey? It was almost night when they came in sight of the 
town. How did it look? What kind of houses? Mary was 
so glad when she saw the town. Why? But they found the 
road filled with camels and donkeys and people for many had 
come to pay taxes just as Joseph and Mary had done. When 
they came to the lodging house the keeper told Joseph that his 
rooms were all taken. There was no room for any one else. 
How would this make poor, tired Mary feel? But the keeper 
was a kind man and was sorry for poor Mary, who would have 
to sleep out of doors. So the keeper told Joseph that they 
might sleep in the keeper's stable. That was much better than 
lying on the cold ground. They went back through the house 
and across the yard to the stable. This was only a cave dug in 
the hillside. In the stable were cattle and sheep and perhaps 
dogs. There were mangers all about where the animals were 
fed. 



88 OUTLINES AND SUGGESTIONS 

And there in that lowly cave was born that night — Ihe 
Christ child. His mother wrapped him up and laid him in one 
of these mangers. All around were the cattle and the woolly 
sheep a 'id dogs. And there is Avhere the shepherds found him. 
Shall we study the pictures again? (Observe "Nativity." 
"Holy Night.") 

Sing. — "Away in a Manger." 

Lesson V. 

Matter. — Wise men — Where lived — How knozv of Christ's 
birth — How make the journey to the Holy Land — Nationality 
of eacli — Dress, appearance — Preparation of the Egyptian 
for the Hindoo and the Greek — Description of journey to Jeru- 
salem — Meeting imth Herod — Journey to Bethlehem — Gifts 
— The holy family go to Egypt. 

Pictures. — "Flight into Egypt," "Repose in Egypt," by 
Plockhurst. 

Method. — Teacher read or tell Matthew 2. So there were 
others besides the shepherd whom God told the Christ child 
would be born. Who were they? How many wise men were 
there? They lived far apart from one another, but God had 
told each one that Jesus was to be born and that they should go 
to see the little baby — Christ. These wise men each had a long 
journey to make. Much of the way is across the desert. 
What is a desert? How do you think they would travel? 
(On camels.) (At another period the camel has been studied 
following this outline.) 

Camel, size, shape, humps, color, covering, home, feet and 
legs, stomach, eyelids, nostrils, uses. The pupils can thus an- 
swer readily these questions : What is a desert ? How travel 
on desert ? Why use camel for this travel ? 

And so these three wise men start from their far away homes 
to go to Bethlehem to see the Christ child. There in that 
lonely desert comes one of these men. God has told him that 
two other friends will come from a far away land and meet 



FOB PRI3IABY TEACHEES 89 

him there. Now he stops and his white camel kneels while he 
steps down. Here is his picture. (Show picture of Egyp- 
tian. His face is almost black ; his hair is straight and coarse 
and braided in many braids ; his gown is long and flowing ; 
those are sandals on his feet. He carries no sword nor gun. 
Even in that lonely desert he knows that God will protect him. 
Now he begins to prepare for the other two friends who will 
come to him. He has never seen them but he believes God will 
send them to meet him and then where will they all go? First 
he makes his camel comfortable. He gets a sponge and water 
which he has brought with him and washes the camel's eyes 
and nose and face. Why? Then he hangs a huge bag of 
beans below its nose. What for? 

Now he makes a tent for himself. He takes a jointed rod 
from his pack and pulls it out into a long pole. He puts 
smaller rods about it. Over these he spreads a cloth and 
there he has a tent. Let us make it here on the sand table. 
Then he brought a rug and covered the floor. Let us do that. 
Then he set food upon this rug. He had mutton, fruit, cheese, 
bread and wine. The last of all is to place three silk napkins 
on the table. Let us do that. How many people have we 
made ready for ? You see he believes God will send the other 
two men and we know, too, that he will. 

Lesson VL 

Matter. — Continuation of ''Wise Men." 

Method. — Everything was now ready, and this wise man 
goes out to see if his friends are coming. He sees a white 
camel swinging up toward the tent. On the camel is a tall, 
thin man, with white beard and very brown skin. (Show 
picture of Hindoo.) 

See this cloth, called a turban, on his head. His clothes 
are quite like the Egyptian's, except the trousers. Hovv^ 
wide they are. They are gathered at the ankles. He did not 
wear sandals but red slippers. See how pointed the toes of 



90 OUTLINES AND SUGGESTIONS 

the slippers are. All his clothes are white but the slippers. 
What color are they? He carries no sword nor arms of any 
kind. Why? 

These two men put their arms about one another and said, 
*'God has sent us. We will go to Bethlehem together." Then 
they looked over the desert and there came the third wise man. 
He, too, was riding a beautiful white camel. When he came 
to the others, they all said, "God's will be done." This last 
man was a Greek. He looked like this. (Show picture.) 
See his white skin and white hair. Notice his dress, — a long 
robe and under that a short jacket. His neck and arms are 
bare. What has he on his feet? (Sandals.J Now they all 
go into the tent. They eat and talk. What about? (Who 
they are; how God spoke to them; where they are going.) 
They all have rich gifts for the Christ and perhaps they speak 
of those, too. Aftei while they make ready to begin the jour- 
ney again. They take down the tent, put everything away, 
mount the camels and set out across the desert. They make 
no noise. Why? Can you see how those tall white figures 
look speeding across the desert ? They say not a word. Then 
suddenly they see a bright light. What is it ? Oh, how their 
souls are thrilled — and they all cry out — "The Star, The Star. 
God is with us." 

Lesson VH. 

Matter. — Continuation of zvise men. 

Method. — And so the wise men came toward Bethlehem, the 
star leading them. They haA'e asked many people on the way, 
about Christ. They would ask, "Where is he that is born 
king of the Jews ? for we have seen his star in the east and have 
come to worship him." (Have this written on board and all 
read.) No one could answer them for no one knew Christ to 
be the "King of the Jews." Who was the "King of the Jews?" 
(Herod.) When Herod heard the wise men asking for an- 
other king of the Jews, he sent for the wise men to come to 



FOR PRIMARY TEACHERS 91 

him. He tells them to go down to Bethlehem and then come 
back and tell him that he may go down and worship the baby, 
too. Did he really want to worship the baby? So the wise 
men go to Bethlehem ; the star is again leading them and now 
it stands over the place where the child is sleeping. (Read v. 
9 and lo.) They have been so long on the way that the baby 
is eleven days old now. (Read v. ii.) And these were the 
first Christmas gifts. How happy these men were. Just as 
you are when you are doing and giving. 

Do you think they will go back to Herod? (Read v. 12.) 
Then God tells Joseph to take the mother and baby and go to 
Egypt until King Herod is dead. For Herod means to kill all 
of the babies that are two years old or under. So Joseph gets 
his patient donkey and puts the mother and babe on it and 
makes this long journey to Egypt. (Show picture. Free 
expression.) They live in Egypt until Herod is dead. Here 
is a picture of them. (Free expression.) Then they come 
back to Joseph's home, Nazareth. There they live for many 
years. Jesus grows just as you are growing. The Bible says 
(Luke, 2:40). I think if the grace of God was with him he 
must have been a helpful boy to his parents. What would he 
do for them? (Read Luke, 2:52.) 

Lesson VHL 

Matter. — First 'Christmas gifts — Thought of doing and giv- 
ing — Study of "Madonna of Chair," bringing out the leading 
thought in picture — Compare with other Madonnas — Mount- 
ing of picture. 

Method. — Who made the first Christmas gifts? And now 
each year Christmas gifts are made all over the world. Have 
you planned what you will give this year? (Free expression.) 

"Doing and giving, here we are taught 
Makes us strong, have you ever thought ; 
'Tis this that makes Santa the happiest man, 
For he does and gives just all that he can." 

— Merry Songs and Games. 



92 OUTLINES AND SUGGESTIONS 

That is what we can do, too. Then we are Santas, if we 
do, and give, just all that we can. Here is one gift I thought 
you would all like to make for your mothers. (Show picture 
of Madonna of Chair, mounted on card board.) Distribute, 
one, unmounted, to each pupil. What is it? (Mother of 
Jesus, and Jesus, and the cousin John.) (Teacher write "Ma- 
don-na" on the board.) Pupils pronounce. That is another 
way to say mother. Say it once more. It means — mother. 
How does this Madonna look at her baby? (Silent study and 
then free expression of pupils' thoughts.) (Let the thought 
of the mother's love be emphasized in this study.) 

How much the baby and mother love one another. This is 
the Madonna of the Chair. — Can you tell why it is so called? 
(Have other Madonnas mounted so that school can see them. 
Show.) Here are other pictures of the Madonna. Which 
do you like best ? 

The Madonna of the Chair shows the mother love the best 
of all. Can we dramatize this picture? Now we will mount 
them. (Pass cardboard and paste. Mount. Pass ribbons 
for hanging. Fasten.) Write name on back. (Either col- 
lect or take home, according to future plans of teacher. ) 

(Teacher read "Raphael," by Hull, as preparation.) 

Lesson IX. 

Matter. — Why picture is beautiful. 

1. (a) Love of mother and child. 

(b) Beauty of child's face. 

(c) Attitude of St. John. 

2. Composition. 

(a) Curved and Hozving lines. 
(b) Arrangement of group. 

Legend of picture — Where picture is nozv — Bncouragc 
thought of seeing the original picture. 

Method. — Why is this picture so beautiful? (Free expres- 
sion.) (This will give occasion to re-express the thought of 



FOR PRIMARY TEACHERS 93 

the mother-love; the beauty of the Christ-Child ; the attitude of 
worship of St. John.) 

Now, let us- see whether Raphael used the kind of lines 
which make a picture beautiful. What kind do we see, straight 
or curved? How curved and flowing they all are. Even the 
perpendicular back of the chair swells and curves into round- 
ness. The frame of the picture is a circle. Is that pleasing? 
This is one reason why the frame is a circle, — Raphael was 
walking one day when he saw a mother and her liabe sitting 
as you see them in the picture. He thought what a beautiful 
Madonna and child they would make. He had no paper on 
which to sketch them. He saw a cask or barrel near by and 
used the top of that for the sketch. What shape is the top 
of a barrel ? Sketch it. Why is the frame of our Madonna a 
circle? 

In a beautiful picture there must always be one thing about 
which everything else is centered. What is the center in this 
picture? Even though the Madonna's eyes are toward us, we 
feel that she is thinking of her baby. 

Would the picture have been as beautiful if the heads had 
been on the same level ? In all of these ways, Raphael makes 
the picture beautiful. What a great artist he was. You will 
see this picture some day just as Raphael painted it. It is in 
Florence, a city across the sea. You travel to Florence just as 
you traveled to the Holy Land. How was that ? 

How beautiful it will be to see the Madonna of the Chair. 
The beautiful love light in the mother's eyes will fill you with 
love and peace. 

Lesson X. 

Matter. — Sistinc Madonna — Study of picture — Name — 
IVJiy so called — TJioitgJit of loving service for others — How 
this is sJiozvn — Encourage desire to see the original of tJiis pic- 
ture. 



94 OUTLINES AND SUGGESTIONS 

Method. — Here is another Madonna made by Raphael. 
(Show Sistine.) This is the Sistine Madonna. What is the 
name of this one? (Pointing to Madonna of Chair.) Why 
was it called "Madonna of Chair" ? There is a reason for the 
name Sistine, too. That was the name of the church for which 
it was painted. The holy men who worked and preached in 
the church were growing very discouraged because the people 
for whom they worked were not better people. Raphael 
painted this picture to help these holy men. The picture is 
saying, "Don't be discouraged. Here is the Madonna and the 
Christ-child coming down to help you." See how she holds 
the Christ-child, as if she were giving him to the world. How 
earnestly the mother looks out at the world below her. She 
looks as though she would like to help all the people. How 
does the Madonna of the Chair look ? ( Re-expression of love 
of Madonna for her baby. Not thinking of any one else.) 
What a great artist Raphael must have been to paint two such 
beautiful Madonnas and have them express such different 
thoughts. 

The mother and child are coming down out of the clouds. 
They seem to be above us even when we place them below the 
eye. How has Raphael shown this ? ( Bring out these points : 
shows lower part of arm ; child's thigh ; lower surface of drap- 
ery; drapery flowing back as if the Madonna was moving down 
and forward; heavenly surroundings.) 

So we feel that we are looking up when we look at the pic- 
ture, i think Raphael wanted us to look up with a prayer 
in our hearts when we look at this picture. Some day you 
will see this picture as Raphael painted it. It is in Dresden. 
Then you will look at it very reverently and the prayer will 
be in your hearts. 
.-^ See March plans for Life of Raphael. 

Reading. — "Young Citizen," Dec, 1901 ; "Taylor," pp. 87- 
94. 



FOR PRIMARY TEACHERS 95 

Songs for Christmas. — "Kindergarten Chimes," pp. 52-61 ; 
"Gaynor," p. 29; "Smith No. 2," p. 112. 



EVERGREENS. ^^'^ 

Lesson I. / 

Matter. — Uver green trees — Why so called — Observation of 
tJieiii, noticing beauty, heigJit, shape of trunk, shape of whole 
tree, hozv branches grow on trunk, shape of branches, buds at 
end of branches, circle of scales at base of smaller branches, 
what this circle shows — How tell how much branch has grown 
this year? — Branches tough; why? — Why birds love ever- 
greens? — Uses of evergreens — Read. 

Method. — What trees have not lost their leaves? (Ever- 
green or fir, pine, etc.) Why called evergreen? Where can 
we see some of these trees? These are the trees Hiawatha saw 
near his wigwam. 

(School recite with teacher "By the shores of Gitchee 
Giimee," to "Rose the firs," etc.) 

Let us go out and see these firs and pine trees. (Pass to 
campus.) How beautiful they are. What makes them beau- 
tiful? How high is this tree? See trunk. How straight! 
What shape? (Like a cylinder.) Let us stand back and no- 
tice shape of entire tree. Where is it largest? Where small- 
est? What shape is the entire tree? (Cone shaped.) No- 
tice how branches grow on the tree. Show with your 
arms. Notice how smaller twigs grow on branch. How? 
What is this on end of twig? (Bud.) How is the bud cov- 
ered? (Scales.) What will come out of each? (New 
branch.) See the circle of scales at base of this new branch. 
That shows what is left of the bud out of which this branch 
came. Can you tell how much a branch has grown this year ? 
(Lighter color.) Try to break this branch from tree; why 
can't you? (Tough.) Why must the branches be tough and 
strong? (Loads of snow; wind.) 



9G OUTLINES AND SUGGESTIONS 

Of what ur-e is the evergreen? (Beauty, fnel. get resin. 
pitch, tar, turpentine from sap.) 

Conld you sketch this tree? Show in the air how you would 
sketch the trunk. Where is it narrowest? Where thickest? 
Let us make the branches. Notice how they come from tree. 
Let us be ready to sketch in our lesson tomorrow. 

Reading. — 

We observed the evergreen trees. How beautiful they are! 
Their branches are wide spreading at the bottom. They come 
to a point at the top of the tree. This makes the tree cone 
shaped. What did we find at the end of the branch ? Show it. 
What comes out of the bud? Can you tell how much the 
branch has grown this year? W^e made a sketch of the tree. 
Name some evergreen trees. 

Or "Winter," pp. 42-43. 

Lesson IL 

Matter. — Bvcrfirccu trees — Pine.<- — Lec'7'es — Name, shape, 
sheath, lunnher of needh\<^ in sheath., ievpth. sides of needles — 
C omporison ivhite pine with Scoteh pine — Uses of pine. 

Method. — Distribute the branches of the pines, — Scotch and 
white. What family of evergreens do we have today? We 
will study the leaves first. What are they called ? Why? 

This is what some one has said about them, — 

"If Mother Nature patches the leaves of trees and vines, 
I'm sure she does her darning with needles of the pines." 

Do you think so ? They are sharp enough. Why is it better 
that they are this shape rather than broad and flat like the oak 
or maple? Notice the little pocket for each group of leaves. 
See me take off one group. You do it. We call that pocket a 
sheath. How many leaves in the sheath? (Sketch.) Let us 
take off a sheath from this branch. How many leaves in it? 
Sketch. (Discover that one kind of pine has two needles in a 
sheath, the other five.) Notice the length of the five needles; 



FOR PBIMAEY TEACHERS 97 

of the two needles. Which is longer? How long is each? 
Which are finer? 

Take the sheath with two needles. This is a Scotch pine. 
Notice sides of needle. (Discover one side is grooved, the 
other curved ; that grooves face each other and make the two 
needles look like one.) 

Now take the sheath with five needles. Notice sides of one 
needle (one flat, two curved). This is the White Pine. 

Why so called ? How is the wood used ? 

Sketch sheath of Scotch pine. White pine. How tell 
Scotch pine from white pine? (Number of needles, length of 
needles, quality of needles.) 

Read. — 

Pine trees look very much alike. They are all cone shaped. 
They all have needles and cones. 

But the pine trees are not alike in every way. 

The white pine has fine needles. They are about four inches 
long. There are five needles in a sheath. Each needle has 
three sides. One side is flat; the other two sides are curved. 
The white pine is our tallest tree. It grows taller than our 
school building. 

How is the wood used ? 

Hiawatha saw these trees every day. - 

"By the shores of," etc. 

The Scotch pine has short, coarse needles. There are two 
needles in each sheath. One side of the needle is curved. The 
other side is grooved. The white and the Scotch pines grow 
on our campus. Some one planted them there. 

Or, read. — "Winter," pp. 44-49 ; "Old Time Stories," pp. 19- 
24; "Literature Second Reader," pp. 29-32; "Classic Stories," 
pp. 55-61; "Taylor," pp. 100-103; "Young Citizen," Dec, 
1901. 



98 OUTLINES AND SUGGESTIONS 

Lesson III. 

Matter. — Evergreens — Spruce and Fir — Distinguish and 
compare — Compare zvitJi pine — Uses of spruce and fir. 

Method. — Here are some branches of another kind of ever- 
green. What is its name? (Spruce.) What shape are its 
needles? How long? How placed on branch? How differ 
in size with pine ? In arrangement ? How are the needles like 
the pine needles? 

Of what use is the spruce tree? (Ornamentation, Christ- 
mris tree, bnildino- material, backs of violins and soundina: 
boards of pianos.) 

Distribute the fir branches. This is the Hr. How are its 
needles arranged? Compare with spruce. This is the quick- 
est way to tell the fir from the spruce. How do needles com- 
pare in size with the spruce? In shape? Which has the 
strongest odor? 

What did we see oozing out of the trunk of the fir ? Here is 
some. Taste it. This is used for medicine. This is what 
Hiawatha wanted to make his boot tight so that the water 
would not enter. This is what he said to the tree : 

"Give me of your balm, O, Fir tree ! 
To make each crevice safe from water." 

Reading. — 

Here are two more evergreen trees. They are the spruce 
and the fir. Can you tell the spruce from the fir ? Which one 
has sap oozing out of the trunk? Which has the light color 
on the under side of the leaves ? Which has the stronger odor ? 

Or,- 

"Winter," pp. 50-58; "Cyr Second," pp. 1 19-126 ^ "Cyr Sec- 
ond," pp. 171-177; "Young Citizen," Dec, 1901. 

\.. Lesson IV. 

Matter. — Cones of evergreen trees — What is a cone? — 
Beauty, arrangement of scales, seeds, distinguish cones of 



FOR PRIMABY TEACHERS 99 

Scotch pine, white pine, spruce, fir — Compare dry and water 
soaked cone. 

Method. — (The pupils have been collecting cones for some 
days. Each has a box of them.) You may get your box of 
cones. (Class pass for them.) (Pupils examine for a time.) 
What are these ? (Cones.) And what is a cone? (Fruit of 
evergreen tree.) (Get this from pupils by questioning: as, 
"What is the apple to the apple tree?" etc.) How beautiful 
these cones are. Take one like this. See the central stem. 
What are these arrayed about the stem? (Scales.) Notice 
the scales upon the different cones. How do they differ? 
(Some thick, some thin, some marked, some have spikes or 
thorns.) Take off a scale. What do you find? (Two 
cradles with baby seed in each.) How many wings has each 
seed. (One.) What is wing for? What is inside of seed? 
(Tree.) Look at the scale that has no seed. Do you find a 
mark instead? What made the mark? (Seed.) What 
helped the seed to get out? Have you ever shaken the seeds 
out? 

Here is a cone of Scotch pine. You find one. How long? 
(i 1-2 to 3 inches.) What color? What kind of scales? 
What color is the wing? 

Here is the cone of white pine. Find one. How long? 
(5 to 6 inches.) 

This is the spruce cone. How long? Compare with cones 
of Scotch and white pines. Which do you like best? 

Show two cones, one dry. the other water soaked. How do 
they differ ? Suppose the wet one is full of seeds hanging on 
the tree. What would happen to the seeds? 

Reading, — 

The cone is the fruit of the tree. It has a central stem. 
The scales are arranged around this stem. At the base of each 
scale is a seed. Each seed has a wing. Each seed holds a 
tree. 

LofC. 



100 OUTLINES AND SUGGESTIONS 

Find a Scotch cone and tell how you know it. 
How long is a white pine cone? 
What is the longest cone? 

Hand Work. — Sketch and cut the pine tree. Water color a 
branch of pine. Model cone. Sketch a grove of pine trees. 



THE CAMEL. 
Lesson L 

Matter. — Chcractcrisflcs of the camel — Compare zcith horse. 

Method. — Have picture of camel before pupils. Free ex- 
pression on picture. How does the camel compare in size with 
the horse? (Larger, longer legs.) How does its neck com- 
pare? (Longer, more curved.) Ears? (Smaller.) Tail? 
The camel is six or seven feet high. How high would that be? 
The camel's color is grayish brown or white. Some camels 
have two humps. (Show picture.) This kind (one hump) 
is called a dromedary, which means runner. It can travel 
much faster than the camel with two humps. Notice the 
camel's odd mouth. (Free expression. Upper lip cleft nearly 
to nose. ) 

Lesson H. 

Matter. — Home of camel — How camel is fitted to cross the 
desert. 

Method. — The camels are found in hot countries far across 
the sea. In these countries there are great stretches of land 
where nothing will grow because it is too hot and dry. For 
miles and miles nothing can be seen but the dry sand — not a 
tree nor blade of grass, nor even the tiniest stream or pool of 
water. These tracts of land are called deserts. People must 
cross the deserts sometimes. How do you think they go? 
Let us see how the camel is fitted to cross the desert. Size? 
(Large and strong.) Of what use are his long legs? (Lift 



FOR PRIMARY TEACHERS 101 

him above the hot sand. Long stride.) His feet? (Broad 
and flat. Do not sink in sand.) Notice his eyes. He can 
close them so tightly that when the sand blows, not a grain can 
enter his eyes. See his nostrils. (Slits.) He can close his 
nostrils, too. The camel can see a long distance and can smell 
so well that he can tell when he is coming to water long before 
he reaches it. How does this fit him to go across the desert? 
The camel can tell when a storm is coming. He gets ready for 
it by lying down flat on the sand. The camel does not eat 
very much — a few handfuls of beans or barley will satisfy him. 
How does this fit him for crossing the desert? Of what use 
is his hump? If he should lose his way in the desert and the 
food should give out, he could live for some time on the fat 
stored up in his hump. How do you think the camel gets 
along without water in the desert ? This is the strangest part 
about him. Before he starts on a journey across the desert he 
drinks a great deal of water. He has stomachs that hold this 
water until he needs it out in the desert. He doesn't need to 
take another drink for a long time. 

The camel is taught to kneel when his master wants to 
mount. There are hard places on his breast and legs where 
they touch the ground. What are they for? (Protection 
from the hot sand.) The camel is very patient and will travel 
for hours at a time, carrying his master over the hot sand. His 
master trusts him to find the way and, unless a storm blows 
the sand over the path, he never gets lost. 



102 OUTLINES AND SUGGESTIONS 



JANUARY. 



OPENING EXERCISES FOR JANUARY. 
Lesson I. 

Matter. — Greeting for the New Year — What year — What 
date means — How write the new date — Verse of poem. 

Method. — A happy New Year! What year is it? Write 
it. What does it mean? This is what New Year says to 
you. (Have this written on the board.) 

"Oh, I am the Httle New Year, ho, ho ! 
Here I come tripping over the snow. 
Shaking my bells with a merry din. 
So open your door and let me in." 

All say with me, — 

You would like to copy this in your new note books today. 
I have copied it in mine. See. Make yours look as well. 
Let us see how many verses we can write and learn this year. 

Songs. — "Gaynor," p. 72. 

Reading. — "Taylor," pp. 94-97. 

Lesson II. 

Matter. — Month — Number of months in year — Named — 
Poem. 

Method. — What month is it? The beginning of the New 
Year. How many months in the year. (Teacher have the 
names written on board.) Name them. (This is on board. 
Teacher say.) 

"The New Year comes in with shout and laughter 
And see, twelve months are following after." 

— Lovejoy's Nature in Verse. 
Which is the first month? 
What kind of weather do we have in January? 



FOB PRIMARY TEA CHEBS 103 

Here is the next line of this poem. Teacher write : 
"First January all in white." 

Each month we will add a new line to the poem, so when you 
copy this today, begin on a new page and leave two clean pages 
for the rest as it grows. 

Song. — ''Holiday Songs," p. 2. 

Lesson HI. 

Matter. — Name of Urst month — Learn to write it — Origin 
of name — Encourage remembering these things. 

Method. — Which is the first month of the year. (Teacher 
write and erase. Pupil write.) Shall I tell you how it got 
its name? Let us go, first of all, to the Atlantic ocean. What 
direction ? How travel ? How cross the ocean. How long will 
it take us ? How travel ? Then we enter this large sea. Med- 
iterranean. Have you ever made this journey before? To what 
country did you go? (Columbus; Holy Land.) This time we 
are going to Italy, where Columbus lived. The capital city of 
that country is Rome. Long ago the people of Rome believed 
that there were many, many gods. And they worshipped these 
gods. One god was Janus. He had two heads like this. ( Show 
picture. Manual Mythology, Murray, p. 132.) Now why 
should they use the name of this two-headed god for the first 
month in the year? (Free expression.) They thought the 
month of January stood where it could see the old year and 
the new year, so they thought it had two faces as Janus had. 
One face looked at the old year that was passing away and one 
at the new year that was just coming. What is this god's 
name? Some day when you study Latin, you will read about 
him. Can you remember his name until that time? What 
month was named after Janus ? Can you see part of his name in 
that word ? Show it ? That will help you remember his name. 
I think of another way to help you remember. Tell this to your 



104 OUTLINES AND SUGGESTIONS 

mothers tonight. Will you ? Then you can tell it all the bet- 
ter to me tomorrow. 

Lesson IV. 

Matter. — Review of previous lessons by full and free expres- 
sion from pupils — Encourage memorizing these poems. 

Method. — (Teacher write Janus.) What does that make 
you think of? (Free and full expression of all that they re- 
member. When one pupil tells all that he can, if another thinks 
of something to add, let him rise at once and do sq. In this 
way the previous lesson will be fully reviewed. The teacher 
should ask only such questions as have not been brought out 
in the free expression of pupils. ) 

Find one of your poems and get ready to read it. Read. 
Who can recite one without reading it? (Commend for this 
and thus encourage the memorizing of these.) 

Reading. — "Round the Year," p. 30. 

LESSON FOR OPENING WHEN THE DAY IS 
STORMY. 

JANUARY. 

Method. — Well, how do you like this weather? (Free ex- 
pression.) Have this poem on board. Teacher say, — 

"How can a little child be merry 
In snowy, blowy January?'' 

(Free expression.) 
Teacher turn and write. — 

"By each day doing what is best. 
By thinking, working for the rest, 
So can a little child be merry 
In snowy, blowy January." 

You can answer now by telling me the next two lines. 
(Have individual pupils tell.) 



FOB PBIMABY TEACHEBS 105 

(Teacher say, "So can a little child," etc. Teacher ask first 
question again. Pupils answer by reading lines. Finish with 
last two lines.) 

Would you like to write this some time today ? 



THE ESKIMO. 

Lesson I. 

Matter. — Journey to the Eskimo country — Appearance of 
country — People — Making picture of country at sand table. 

Method. — Today we will journey to a very cold country. 
How shall we travel from here. We will travel toward the 
northeast (point) for about three days and three nights. We 
come to a very large body of water. What is it called? It 
will be necessary for us to take a voyage on this ocean before 
we can reach the cold country for which we have started. In 
what shall we sail? We see many large ships standing near 
the water's edge. We get on board. The ship starts. Soon 
we see no land, no houses, nothing but water. We are far out 
in this large ocean sailing toward the north. (Teacher point.) 
We commence to think about what we shall see in this cold 
country to which we are going. 

We think about the people, what they eat, what they wear; 
we get very anxious to be among them. We sail toward the 
north for more than a week. How have we reached this 
country? What do we see? (Response from pupils.) 

How does our own country look now? (Ground covered 
with snow; streams frozen.) That's what we see in this 
strange country. There is more snow, more ice here than we 
have ever seen in our country. The snow and ice stay nearly 
all year, summer and winter. Great blocks of ice can be seen 
floating around. These blocks of ice are called icebergs. 
Some of them are as large as churches. Notice the icebergs in 
this picture. 



106 OUTLINES AND SUGGESTIONS 

Sketch them upon the board. (Call upon two or three.) 
The people who live here are called Eskimos. Here is a doll 
that looks like one. His name is Magda. Some of these Eski- 
mos come to meet us. When we look at their skin, their hair, 
their eyes, we think of Hiawatha. 

What color is their skin? (Yellowish brown.) Their 
eyes? (Black.) Tell the color of their hair. (Black, 
coarse.) I will tell how these Eskimos look and use these 
words. (Teacher points to words on the board as she says, 
"The Eskimos have yellowish brown skin, black eyes, and 
black, coarse hair.) Call upon one or two to describe in same 
way. 

If you were talking to this Eskimo boy, what would 
you tell him you had to eat? What makes the \-ege- 
tables, grass and grain grow? Why don't these things grow 
where the Eskimos live. The people have no bread. What 
do you think they eat? Would you like to live where the 
Eskimo lives? Why not? Can you see this cold country? 
Pass to the sand table and make it. (Pupils place cotton bat- 
ting for snow. Cover different shaped cardboard with cotton 
to lepresent icebergs.) 

Lesson H. 

Matter. — The igloo — Cut, the igloo — Write, "This is an 
igloo." 

Method. — What country are we visiting? (Eskimo coun- 
try.) How did we reach this country? Why do we know 
that this is a cold country? (Ground covered with snow; ice- 
bergs.) Here comes a little boy to meet us. The color of his 
skin, hair and eyes makes us think of Hiawatha. Tell how he 
looks. (Yellowish brown skin, black eyes and coarse black 
hair.) The people need warm houses in such a cold country. 
We are going to learn about the kind of houses in which the 
little Eskimo lives. (Show one.) This is an Eskimo house. 



FOB PEIMA B Y TEA CHEBS 107 

It is called an igloo. How is the Eskimo house different from 
our house ? ( No windows — no doors — different shape. ) Why 
do they build them this shape? (Warmer, the wind will not 
blow them over, etc.) Of what are our houses built? Of 
what does the Eskimo build his igloo? Why doesn't he build 
it of wood or brick? Let us see how he builds it. He cuts 
great blocks of snow where the snow is hard and smooth. 
These blocks of snow are about as long and as wide as the 
top of your desk. They are six inches thick. (Pupils show.) 
They draw a circle upon the snow and place the blocks 
of snow on the circle. Let us see the Eskimos at work. 
(Pupils cut blocks of snow from cotton batting and place 
around the circle.) When they have made the walls of the 
igloo about three feet high (show) they make a snow bank 
inside of it. (Show how it looks. Illustrate by placing cot- 
ton on the inside of wall.) You can see them at work on the 
snow bank in this picture, (p. 178 Geog. Reader.) 

For this bank, they pack the snow very hard. It is fiat on 
top. They use this bank for a bed. With what do they cover 
it so that it will be warm ? (Skins or fur) (Pupils place on 
the bank.) They have no chairs. What can they use? 
(Snow bank.) They use it for a table, too. Show where you 
think they sit while they are eating from this table (p. '29, 
"Children of the Cold"). This is a picture of the Eskimo eat- 
ing from his table. The Eskimo boy wants to go inside the 
igloo. Show where he will enter. He crawls in on his hands 
and knees as we see by this picture. (Geog. Reader p. 178.) 
Why is the door so low? Their windows are not made of 
glass. No one can make glass in that country. For windows 
we see the Eskimo putting in parts of the seal that are so thin 
that the light can come through them. 



108 OUTLINES AND SUGGESTIONS 

Lesson III. 

Matter. — The Eskimo — The lamp. 

Method. — Show the igloo. 

To what people does this queer looking house belong? We 
will ask this Eskimo boy how his father built the igloo. What 
will he tell us? Why does he tell us it is this shape? (Show 
where they go inside the house. ) We will go in the igloo and 
see how it looks. (Lift the igloo.) What is this? (Pointing 
to the bank.) Why is it covered with skins? For what does 
the Eskimo use this bank ? There is no stove in the igloo ; we 
will learn how it is kept warm. It is heated by a large lamp. 
You can see how it looks from this picture (p. i8, "Children 
of the Cold"). Shall we make one of these lamps ? (Teacher 
model lamp of clay before the pupils.) What does it look like? 
(Clam shell.) Of what do you think it is made? (Stone.) 
The lamp is filled with oil which he gets from the whale and 
from seal. (Show picture of each.) A great many moss 
wicks float in the oil and he lights them all at once. (Place 
evergreen in the lamps for wicks.) Show what the Eskimo 
does if he wishes a hotter fire. (Adds more wicks.) 

Lesson IV. 

Matter. — Hozv the Eskiiiios eook tJieir food. 

Method. — This Eskimo boy has been playing out in the 
snow for a long time. He feels cold. Where shall he go to 
get warm? Tell how the igloo is kept warm. He is hungry, 
too. His mother is roasting some reindeer meat. Let us see 
her at work. From the roof of the igloo she has hung a strip 
of reindeer skin. (Pupils show by suspending a strip of 
leather from the top of the igloo.) She is fastening the meat 
to the end of the skin. (One child shows.) The meat hangs 
over the lamp until it is cooked. Show how Nokomis cooked 
meat for Hiawatha. (Pupils place three sticks in the sand 



FOR PBIMAHY TEACHERS 109 

which cross at the top.) From these a clay kettle is suspended, 
under which some sticks are placed ready to be lighted. Some- 
times Magda's mother boils meat in a kettle. Show where 
she would fasten the kettle. The kettle hangs over the lamp 
and the meat is soon cooked. 

Lksson V. 

Matter. — Manner of eooking food — Snozv-melter. 

Method. — Ma;fda's mother is preparing to roast some rein- 
deer meat. Show how she will do it. Tell in what other wav 
she cooks the meat. (Child illustrates with the clay kettle.) 
Where does she get the water with which to cook the meat? 
(Response from pupils.) Teacher brings out the idea that 
sometimes the igloo is far from a river, or the ice is frozen so 
hard that the water is hard to get, etc. Where does the Eskimo 
get the water then? (Melts the snow.) He has a stone 
snow-melter. Shall we make one of clay? (Teacher models 
before the pupils, making remarks as she works on the different 
parts.) We will make the top first. The back legs are longer 
than those in front. The top slopes in this way. These legs 
rest upon a stone slab. When finished the snow-melter looks 
like this. Show where the snow or ice is placed. Where do 
you think the fire is put ? Yes, a hollow dish is placed below 
the snow-melter. (Make of clay.) The fire is made in this 
dish. What do they burn in it? Oil from the whale or the 
seal. Moss wicks. 

The Eskimo mother places a dish here in which to catch the 
water. (Make dish.) 

Lesson VI. 

Matter. — Snow-melter. 

Dress of Eskimo. Idea of cold country. Our winter cloth- 
ing. What will give clothing to the Eskimo? Making the 
inner shirt for the Eskimo doll. 



110 OUTLINES AND SUGGESTIONS 

Method. — The Eskimo mother wants some water for her 
family to drink today. Show how she will get it. (Pupil 
shows and tells. ) Mag-da helps his mother in many ways. He 
brought her the snow to melt. Do you think he gets cold 
while working out in the snow? Let us see today how he 
dresses so that he doesn't get cold. Of what kind of cloth do 
we make our clothes in winter? Of what is woolen cloth 
made ? Where do we get the wool ? But in this cold country 
there are no sheep. Of course the people can get no wool to 
make cloth. What kind of clothes must the Eskimo wear in 
this cold country? We see him dressed in his fur clothes in 
this picture (p. i8o. Geog. Reader). 

Look at these pictures of the animals which give him his 
fur clothes. (Pictures of white bear, seal, etc.) Men, women 
and children dress very much alike. They wear an inner shirt 
made of bird skins. About five hundred small birds are needed 
to make one of these shirts. The women chew the skins in 
their mouth. Why? (To make the skins soft.) We will 
make one of these bird skin shirts for Magda. (Paste swans' 
down on the cloth ; cut the shirt to fit the doll and sew. ) The 
soft down is worn next the skin. Put the shirt on the doll. 
Magda's legs are kept warm by a pair of bear skin trousers. 
Let us make them from this fur. Magda wears a tight-fitting 
shirt over his inner shirt. This garment is called a jumper. 
Here is one. This is a picture of the jumper (p. 185 Geog. 
Reader). Notice the pointed hood that is fastened on behind 
to cover the head when it is needed. The mother sometimes 
carries the baby in this hood. What other women carry their 
babies on their backs ? Do you suppose this little Eskimo boy 
wears shoes and stockings like yours? We will learn in our 
next talk. 



FOR PRIMARY TEACHERS 111 

Lesson VII. 

Matter. — Clothing. 

Method. — The Eskimo takes good care that Magda does not 
get cold. Let us see what he wears. Show what she puts 
on him first. (Pupil places inner skirt on the doll and tells 
about it.) 

Of what does she make his warm trousers ? Dress him in 
these. This shirt worn with the down next to the skin is 
quite warm, but the mother thinks Magda needs another 
garment over it. Let us see what she puts over the shirt. 
(Place jumper on the doll.) Magda walks and plays in the 
snow a great deal. His feet must be kept warm. What does 
he put on first? (Stockings.) We will learn to make these 
socks. They are as warm as the inner shirt, for they are 
made of the same material. Of what are they made? (Bird 
skins with the down next to the feet. Teacher makes them.) 
Next to these socks on top is a padding of dry grass. (Show.) 
0^■er this is drawm the bear skin shoe. Is there much danger 
of Magda having cold feet? He has warm covering for his 
hands, too. What does he wear? His mother is making him 
a pair of new mittens. She is making them like the socks, and 
shoes. We will watch her as she works. Of what will she 
make the outside of the mittens? (Bear skin.) What does 
she use for lining? (Bird skin with the down next to the skin.) 
What will she put between the bear skin and this soft lining? 
(Dry grass.) 

Lesson VIII. 

Matter. — Manner of traveling — Dogs — Harness — Making 
of sleighs. 

Method. — Magda is ready to take a long drive with his 
father. He is going to wear his new mittens for the first 
time. Tell how they were made. How will Magda and his 
father travel? Horses cannot live in that country. (Use 



112 OUTLINES AND SUGGESTIONS 

dogs.) Would you like to see an Eskimo's team of dogs? 
(Picture p. 47, Children of the Cold.) The wisest dog is 
placed in front. He is the leader. The driver tells him which 
way to go and the other dogs follow. To what are the 
dogs hitched? Let us make the sledge in which Magda and 
his father are going to ride. (Teacher remarks and questions 
while sledge is being made.) Each part is carefully put 
together. The runners are made of bone. (Make from 
pieces of bone or cut from pnste-board.) The runners are 
joined together by pieces of bone. Magda likes to sit as far back 
on his sledge as he can get. We will see what he leans against. 
There are two pieces of bone fastened on the back like this. 
(Make.) These bones are connected by thin ])ieces of seal. 

Shall we see how Magda's team of dogs look? Cut out 
the dogs. (While working, the teacher describe the princi- 
pal characteristics of the Eskimo dog.) People who have 
seen these dogs say they look like wolves. They have pointed 
noses, short ears and bushy tails. 

(Page 47, "Children of the Cold.") Notice how simple the 
harness is. The long traces are made of bear skin. Shall 
we make the harness? We are ready to harness the dogs 
now. Teacher puts the harness on one dog. Pupils harness 
the others. This is the wisest dog; where shall we place 
him? (Have a small doll dressed in furs.) Magda's father 
places some furs in the bottom of the sledge. (Children 
show.) Magda and his father get in and are wrapped up 
with fur robes. Do you think they will have a fine ride? 

Lesson IX. 

Matter. — Seal hunt — Journey across the fields of snow 
and ice — Blozv hole — Magda zvatching at the blow hole. 

Method. — Magda likes to go seal hunting with his 
father. He takes a spear (sketch). The end of the spear is 
made of bone. One morning they got ready to go on a seal 



FOB PRIMARY TEACHERS 113 

hunt ; how did they travel ? Show how Magda and his father 
hitched the dogs to the sledge. It was very cold when they 
started, but they did not feel the cold. Why? Over the 
large fields of ice and snow they went. This was the first 
time that Magda had been on a seal hunt and his father told 
him how they would hunt the seal. Let us hear what he said : 
"Magda, I am looking for a small round hole through the 
ice and snow where the seal may come to the top to breathe. 
These holes are called blow holes. We must be on the watch 
for one of these blow holes." This is a picture of a seal coming 
to a blow hole. The Eskimos listen very carefully. The 
moment they hear a seal they strike through the snow with 
their spear and the seal is caught. Suddenly Magda exclaimed : 
"There, father, is a hole, but it is too small to be what we are 
looking for." "Good, Magda!" cries his father. "It is the 
very thing. You are a fine boy to take on a hunt." They 
examine the hole closely. They see that it is a small round 
hole through the snow that extends down through the ice. 
(Pupils show in the wadding which has been placed on 
the sand table to represent ice.) The father said, "It may be 
a long time before the seal comes to this blow hole for air. We 
may have to watch and listen for hours. I should like to go 
and hunt for another blow hole. W^ill you keep watch of this 
one?" What do you think Magda said? His father cut a 
large block of hard snow and placed it by the side of the 
hole. (Make block from cotton.) Magda drew his hood close 
over his head as he sat down, spear in hand, to listen for the 
seal. (Have Eskimo cut from paper. Place on the block of 
snow.) Here is Magda sitting on the snow beside the 
blow hole. Would you like to see a picture of him ? ( Picture 
in chart.) Farther and farther away goes his father. Magda 
is alone on this ice field for the first time in his life. Do you 
think he is afraid? What is he thinking about? Do you 
hope he will catch the seal ? We will learn in our next lesson. 



114 OUTLINES AND SUGGESTIONS 

Lesson X. 

Matter. — The hlcnv hole — Magda watching at the hlniv hole 
— Manner of carrying the seal. 

Method. — Refer to Magda in his sledge. Magda is 
ready to go on a long drive with his father. Where are they 
going ? What do they seem anxious to find ? Who found the 
blow hole? (Magda sitting on a block of ice.) Magda sits 
down on this block of ice. For what is he watching? Why 
is he alone? (Show picture.) Dramatize Magda sitting at 
the blow hole. Today we will have more about this seal 
hunt. Magda is alone. Around him is this large field of 
ice and snow, but he is not afraid. He is thinking of nothing 
but the seal which he hopes to catch. He sits very quietly 
listening for it to come to the blow hole for air. After a long 
time he hears a loud shout from his father. What does Magda 
feel sure that his father has caught ? What do you think Mag- 
da did? (Ran to his father.) He gets there just in time to 
see his father draw out a large seal on the ice, quite dead. 
(Cut seal out of paper.) He says, "O, father, how pleased 
the folks at home will be to see us with this large seal." "It 
is getting late now," the father said, "we will go home and 
come another day." Can you tell how they got the seal 
home? (Response.) They fasten the seal to one of the 
dogs (picture). We will show how the dog carried the seal 
home. 

(Teacher cut out the dog and fasten to the seal as shown 
in the picture.) 

Lesson XL 

Matter. — Seal hunt — Manner of carrying the seal — The 
arrival home — Work of caring for the seal. 

Method. — Why did Magda leave the blow hole before he 
caught the seal? (His father called him to the place where 
he had caught a seal.) 



FOBPBIMABY TEACHERS 115 

Show what they did with the seal when they were ready 
to go home. Away they go over the snow toward home. The 
dogs were anxious to get home, too, so they went very fast. It 
was dark when they got there. The folks were watching for 
they were anxious to see what Magda and his father had 
brought. What did they say when they saw the seal ? Magda 
and his father were hungry after having driven so far and 
worked so hard. They ate a good supper and then all the 
family began the work of caring for the seal. The beautiful 
glossy fur was taken off first and hung by the fire to dry. 
Under this coat Magda saw a good deal of fat. We can 
hear him talking to his father about this fat. "How fat the 
seal it." "Yes," said his father, "seals are nearly always fat 
in the water, where they have plenty of food." Magda knew 
what their food was. Can you tell? The father told Magda 
that this fat keeps the seal warm, even when it lies on the 
ice. The cold cannot get through the fat. 

Lesson XII. 

Matter. — Baby seals — Home — Covering. 

Method. — Magda's mother is getting dinner for her family. 
She is cooking something which Magda and his father brought 
home yesterday. After dinner she sits down to work on 
Magda's new seal-skin jumper. What kind of needles is she 
using? The father is making Magda something from bone. 
Magda will use it when he goes on a seal hunt. Can you 
tell what it is? Do you think Magda is anxious to use his 
new spear? How happy he is when his father tells him 
they are going to take another journey across the snow and 
ice. Magda wondered what they would see this time. He 
hoped that they might spear a seal. Shall I tell you what 
they saw? They came to a blow hole. The snow was piled 
over it like this. (Teacher shows with cotton.) Magda says, 
"It looks like a little igloo." The father broke through the 



116 OUTLINES AND SUGGESTIONS 

crust of snow and said, "Magda, here is something you will 
want to see." Magda looked in. There was a dear Httle baby 
seal lying on the ice in an igloo of its own. Its body was 
covered with soft wool as white as snow. Its mother had left 
it while she had gone for food. What would she bring to 
the baby seals? Magda is very much pleased when he sees 
these little seals. He asks his father if they can swim. "No, 
my son," said the father, "This white wool would get soaked 
with water and the little animal would drown. When it gets 
older this wool comes off; then the mother takes the baby 
seal into the water and teaches it to swim." The mother 
seal is very tender with her baby, as you see in the picture. 
(Chart.) Magda wanted to take the seal home, but his fath- 
er told him that it was too young to be taken from its mother, 
Magda knew that the mother seal would come back soon. 

Lesson XIII. 

Matter. — Games. 

Method. — What do you like to do when the snow is on the 
ground ? Magda and his brothers like to coast, too. They have 
queer sleds. Of what do you suppose they are made? (Re- 
sponse.) They are made of large blocks of ice. Here is a pic- 
ture of Magda and his brothers drawing their sled (p. 67, 
"Children of the Cold"). Does the sled look strong? It is strong, 
so much so that the boys can coast down hill without breaking 
it. Do you think you could model one of these sleds? We 

will let and take a piece of clay 

home and model a sled. Look at the picture again, so that 
you will know how the sled looks. 

Sometimes the days are so cold that Magda and his brothers 
do not care to go out to play. What do they do then? Let 
us see what they play. Their father has made them some 
small whalebone bows (Teacher make.) What did Magda 
need for his bow? (Arrows.) Some of these arrows are 



■ FOR PRIMARY TEACHERS 111 

sharp. What does he put on the point to make them sharp? 
He nearly always uses pins (place). Magda and his brother 
sit on the snow bank and shoot at something on the other 
side of the igloo. At what do they shoot? (Response.) 
Something which they like to eat. A piece of boiled meat of 
which they are very fond, stuck in a crack between the snow 
blocks. Who gets the meat? (One who hits it.) Magda 
has other arrows, too. See the one in this picture (p. 83, 
''Children of the Cold"). At what is Magda going to shoot? 
Sometimes the dogs poke their heads in at the door looking 
for a piece of meat. Magda, if he shoots straight, will hit 
him upon the nose or head with one of his blunt arrows. He is 
getting ready to do that in this picture. What will the dogs 
do? Who is sitting by Magda's side? Does she look proud 
of her little boy? I think so, too. Perhaps she is thinking 
what a good hunter he will make when he gets older. 

When we had the World's Fair at Chicago, a family of 
Eskimos came there to live. This little Eskimo baby was born 
on the Fair Grounds. (Show picture on p. 63, Frye's Geog.) 

How do you think they liked our hot country? 



WINTER BIRDS. 
Lesson I. 

Matter. — Migrating birds named — Reasons for their migra- 
tion — Winter birds named — Use of evergreen trees to these 
birds — Food — Changes in covering — Where they stay during 
stormy days — IVhy zve like the zviuter birds — JVhat zve do for 
fheni. 

Method. — Name some birds that migrated before the win- 
ter came. Why did they go south? (Food, especially; to 
keep warm.) What are these birds doing now in the south- 
land? What birds have stayed with us? (Woodpeckers. 
owls, jays, chickadees, sparrows, doves, hawks.) 



118 OUTLINES AND SUGGESTIONS 

What birds have come to us from the north? (Snowbirds, 
wild ducks.) Why have they come here? What trees do 
you think these winter birds Hke best? (Evergreens.) Why? 
(Protect them from the cold, and from their enemies, coarse 
bark allows them to find the larvae.) What do these birds 
find to eat? (Seeds and berries on the dead shrubs and 
weeds; larvae from bark of trees.) What use to us, and to 
trees? Why didn't the robin stay here and eat these, too? 
(His food is animal food and fruit, not dry seeds.) What 
change has come to the coats of these birds? Would you 
care if no birds were with us during these cold months? Why 
do you like to have the birds, even in winter? What are 
you doing for them? 



WOODPECKERS. 

Lesson I. 

Matter. — Downy and rccUicadcd zvoodpcckers, recognised 
and named — How distinguish male and female doivny — Win- 
ter home — Selection from Biirronghs. 

Method. — (Have specimens.) Here are two of our win- 
ter birds. What kind of woodpecker is this? (Downy.) He 
stays with us all the year. The name of this one? (Red- 
headed.) Sometimes this one leaves us and goes to the 
south when his food gives out. But downy is with us all the 
year. Notice this red plume; that marks the male downy. 
Where does he live during these cold months? (In the fall 
he excavates a hole in a limb or in a tree-trunk, spends winter 
there, abandons the spot in spring for a new one. Where do 
the females live? (Use the abandoned holes made by the 
males the previous fall.) 

Read or tell Burrough's "Signs and Seasons," pp. 135-140. 



FOR PRIMARY TEACHERS 119 

Lksson II. 

Matter. — Reviezv of winter home — Food, wJiat and where 
obtained — How bird is regarded by farmers and all people — 
Redhead's acquired habit of hoarding food — Selection from 
"Woodpeckers," pp. 28-32, pp. 56-58. 

Method. — Downy has a home that keeps him safe and 
warm through winter. Describe that home. He needs more 
than a home to live. What? (Food.) What food can he 
get in the winter? (Frozen grubs and insects from trees; a 
few seeds, but he doesn't care for a vegetable diet.) What 
would these grubs do to the trees if left in them? How 
then should we regard this bird? Sometimes it is very hard 
to find food and downy would be very thankful to you if 
you would hang out some meat for him. Hang it so that 
nothing else can get it, and then watch for downy. He will 
appreciate your kindness. 

Tell "Woodpeckers," by Eckstorm, pp. 28-32. 

Redhead is not so fond of grubs. Half his food is vege- 
table. The rest is beetles, ants, caterpillars, grasshoppers. 
Can he get any of these during the winter? What will he 
do? (Migrate.) But he would rather stay in the north if he 
can, so he is learning to do just what Master Squirrel does for 
his winter's food. What? 

Tell "Woodpeckers," pp. 56-58. 

Lesson III. 

Matter. — Special study of dozvny — Color; feet; tail; bill; 
drumming — Selection from "Signs and Seasons/' pp. 140-143. 

Method. — Here is downy. Let us observe him today. 
What colors do you see ? What does the red plume tell you ? 

Observe the feet; what do you see? (Two toes in front, 
tw^o behind; short legs, long toes; claws long and curved.) 
(Reasons for these facts brought out by teacher, emphasizing 



120 OUTLINES AND SUGGESTIONS 

thought of adaptation to life of bird. Such birds are called 
climbers.) 

How does he use his tail? (Prop.) Let us see if it is the 
best shape and length for that use. (Thought of adaptation 
to its use.) 

And now the bill; let us see if it is adapted to the life 
of the bird. For what does he use it? What workman does 
he resemble when he is doing this? (That of miner, with 
his pick and drill. If carpenter is mentioned, lead them to 
see difference.) (Bring out this description; strong but not 
pointed, square ended like a wedge. Why this is the best 
shape. ) 

What kind of noise does he make when pecking? When 
drilling? (Pupil show by drumming.) He drums for anoth- 
er reason. Why? (Enjoys music.) The woodpeckers are 
not musicians, but they do enjoy drumming. 

Read or tell. — "Signs and Seasons," pp. 140—143. 

Sing. — ''Primer," p. 82. 

Lesson IV. 

Matter. — Tongue — Nest for family — Selection from 
"Woodpeckers," pp. 23-26. 

Method. — The strangest tool the woodpecker has is his 
tongue. How does he use it? Let us see if it is adapted to 
his use. Look at it lying in the mouth. It looks like a 
wrinkled piece of skin or an old glove wrist. Now if we 
could take hold of it and draw it out, how far would it come? 
(Two or three inches.) Of what use is this great length? 
(This tongue must have bones in it to make it strong. They 
are shaped like this. (Teacher sketch.) They are covered 
with this soft muscle and skin that feels and looks very much 
like an earthworm. When the bird thrusts out its tongue, all 
of this length comes out. Then when this tongue is not in 



FOR PEIMABY TEACHERS 121 

use, these two parts run back in little grooves, back and 
over the head. 

Let ns think of the woodpecker's nest for its family. When 
does it build? Where. (Hollow limb or tree trunk.) Why? 
How high from ground. (Ten to thirty feet.) It sometimes 
makes several selections before it is satisfied with the place. 

How does it begin to build? (First, a perfect circle.) 
(Sketch.) With what does he make it? What does he strip 
off first? Then the birds go to work with a will. Each takes 
turns. Would you think it hard or easy work for them ? How 
much do they complete in a day? (About two inches.) The 
hole runs in horizontally at first, then down for about ten 
or fifteen inches, ending in a cavern large enough for the 
mother and her babies. (Teacher sketch as she talks.) How 
many days to do all of this? (A week or more.) For what 
are they making this nest? 

Read or tell. — "Woodpeckers," pp. 23-26. 

Lesson V. 

Matter. — A rcviezv of the zuoodpecker through the reading. 

Method. — Reading lesson from "W^inter," pp. 70-72, telling 
and showing such parts as have been observed. "New Era 
Second," pp. 82-85. "Some Bird Friends," pp. 3-7. 

Lesson VL 

Matter. — Myth — Origin of redheaded woodpecker. 

Method. — Show the bird. This bird reminded people long- 
ago of a woman. How is she dressed? These people believe 
that this bird was once a woman, and this is the story thev 
tell of her. (Teacher tell.) (Let us read it.) "Winter," pp. 
73"75- "New Era Second," pp. 84-85. 



122 OUTLINES AND SUGGESTIONS 

THE OWL. 
Lesson I. 

Matter. — The owl, a winter bird: wise looking — Hozu re- 
sembles the cat — Food. 

Method. — (Show stuffed specimen of owl.) This is one 
of our winter birds. What is its name? (Teacher write.) 
( Silent observation and free expression for a moment. ) How 
wise he looks, with his big, round head, and big, staring eyes. 
What animal noes he lock like? (Free expression leading 
to thought of resc'T.llance to the cat.) Let us see in what 
wa}s he is like the cat. (These thoughts brought out: — 
shape of head; shape and position of eyes; ear tufts, soft 
feathers, sharp claws.) Do you know when this bird can 
see best? So he is like a cat in that way. What does 
he eat? i' Insects, grasshoppers, mice, small birds, especially 
sparrows. What tells you this? (Sharp claws, beak.) What 
other birds eat the same food ? These are called birds of prey. 
These are real friends 1.0 the farmer. AVhy? 

How it eats. So lie is like a cat in what he eats. Owls are 
ofttn Called winged cats or cats in feathers. Tame owls be- 
come very friendly with the cat. (Read or tell Burroughs' 
'"Locust and Wild lloney," pp. 50-51. 

Lesson IL 

Matter. — Covering — Manner of moving — Home. 

Method. — Let us look at these soft feathers. How will 
these help him fly about? Why does he need to fly so softly? 
(Think of what he preys upon.) Where does the owl stay 
during the day? (In hollow trees, clefts in rocks, towers and 
belfries.) Why should he choose such dark, lonely places? 
(For protection from enemies. The light blinds him so that 
he cannot defend himself.) What enemies does he have? (All 
the birds.) Why? (Think of what he devours.) 

This is what the owl is saying, — 



FOR PHI M AMY TEACHEBS 123 

(Teacher have this on board.) Lovejoy'f "Nature in 
Verse," p. 232, verses 1-2. 

Can you see those two wise owls sitting there on the 
tree? Let us cut them from this paper. 

Lesson IIL 

Matter. — Poem of yesterday repeated — TJiird stanza given 
— Food rez'ieived — Hozv other birds regard the ozvl. 

Method. — Let us say the Hnes we learned yesterday. The 
owl says this, too. (Teacher say Verse 3.) 

What will they find to bring back? (This will review 
the food.) How do you suppose the other birds regard the 
owl ? Do you know how they act when they find him ? ( Read 
or tell. Burrough's "Signs and Seasons," pp. 129-132, 202- 
203. 

Lesson IV. 

Matter. — Study of individual specimen. 

^ong. — "Gaynor," p. 89. 

Method. — Let us study this little owl today. Here is his 
name: (Screech owl.) Why is he called that? Notice his 
feathers. What colors? How do they feel. Why are they 
soft? Why does he have such a sharp, hooked bill? Do you 
see his nostrils? His ears? How are the toes placed? (Three 
before, one behind, outer toe reversible.) Wliy? (Sketch.) 
Why are the claws so sharp? What covers the legs and 
toes? Where is his home? What kind of a nest has he? 
What kind of eggs do they lay? (Usually spherical, always 
pure white.) (Show specimens if possible.) Sketch. 

What kind of owl is it? Here are pictures of other owls. 
(Show pictures in "Hawks and Owls of the United States," — 
fisher. ) 

Have the song on board. (Teacher sing, then pupils.) 



124 OUTLINES AND SUGGESTIONS 

Lesson V. 

Matter. — HiazvatJia and the ozvls — His feeling of terror — 
Review of nocturnal Jiabits of owl — Song of the ozvlct. 

Method. — When do you hear the owls? Who was it who 
heard the owls at midnight hooting, laughing in the forest? 
(Hiawatha.) What were they calling? (Give call of owl.) 
How did this make Hiawatha feel? Teacher say, "When he 
heard the owls at midnight," to "talking, scolding," etc. 

Why were they talking at night? Nokomis sang this song 
to Hiawatha, so that he would not be afraid. 

(Teacher sing.) "Hiawatha Primer," p. 29. 

This is what another poet says of them : 

"When cats run home and light is come 
And dew is cold upon the ground, 
And the far-off stream is dumb. 
And the whirring sail goes round. 
Alone and warming his five wits. 
The white owl in the belfry sits." 

7?^flf/.— "Spring." pp. 86-89. "Cyr Third." p. 40. 



BLUE JAYS. 

Lesson L 

Here is another bird that stays with us all winter. (Show 
mounted specimen of Jay.) Isn't he beautiful? What color? 
I wonder whether his manners and voice are as beautiful as 
his colors? What kind of cry has he? (Harsh.) Give it. 
How do the other birds like him ? Why ? ( Steals eggs, causes 
many quarrels.) 

(Read or tell "Signs and Seasons," pp. 201-202.) 

How do the birds revenge themselves? ("Signs and Sea- 
sons," pp. 201-202.) 

What else does he eat? (Large insects and grubs.) How 
can he get food in winter? (Hoards up nuts, corn, etc. Hides 



FOR PBIMABY TEACHERS 125 

one in a place.) Oftentimes he forgets where these are. What 
will the nut do if left there? So he is really planting them. 
"Signs and Seasons," pp. 50-53. 

He has one good trait; he is a very watchful parent and 
takes such excellent care of his offspring. Here is his nest. 
Where does he build it? What used in making? How many 
eggs? What color? 



SPARROW. 

Lesson I. 

Method. — You have been observing the sparrows. Let me 
see what you have learned. (Free expression.) (Have 
mounted specimens of male and female.) Which is the fath- 
er ? How does he differ in appearance from the mother ? Why 
is it better for the mother to be duller in color? Which do 
the young birds resemble? Where do they build? (Protected 
corners of buildings; some in trees.) Here is a nest. Of 
what made? Lined with what? How many eggs does the 
mother put in the nest? (Five to six.) What color? (Show 
real egg or clay model colored or picture.) (Bluish gray; 
speckled with brown.) She must sit on the eggs two weeks. 
Then the birdies come, and then what work! But only for 
two weeks, then they can take care of themselves. The first 
week they live in the nest; the second week they live outside, 
but the mother still feeds them. What do they eat? (Bugs, 
grubs, soft grains. The old birds eat grains.) Can you tell 
this from the bill? (Compare with bill of robin and wood- 
pecker.) Does the sparrow run, walk or hop? How many 
toes in front? Like what other bird? 

These are perchers. Why is it better for these birds to 
perch at night? 

They are not very cleanly, and so quarrelsome that we 
do not love them very much. Do you know how they 



126 OUTLINES AND SUGGESTIONS 

usually take a bath ? Why do people dislike this bird so much ? 
Where was his first home? How brought to this country. 



PHYSICS. 

Lksson I. 

Suggestions. — In all this work, have pupils perform the 
experiments. Do not force the answers. Many times no 
verbal answer is wanted. The closer observation and the 
consequent judgment of the pupils is the best answer. 

Matter. — Matter defined and illustrated. 

Method. — This chair occupies space. This table occupies 
space. Name something in this room which occupies space. 
(Chair, table, etc.) If air is not mentioned, question as fol- 
lows: There is something in this room which you cannot see, 
yet it occupies space. We could not live without it. We 
are breathing it.) 

Put this book where this one is. but do not move the 
first book. (Same with chair, pencil, etc., until an impression 
is made, and pupil answers readily, "We can't do it.") Show 
an empty glass. What is filling this glass? Turn it upside 
down and press it firmly on this water. Does the water fill 
the glass? Why not? Can you make any two things occupy 
the same space at the same time? Show that you cannot. 
(Have two or three illustrations given.) Name three objects 
that occupy space. This thing that occupies space and keeps 
other things from occupying the same space at the same time, 
is matter. (Teacher write on board.) 

"Matter occupies space. It keeps other things from occu- 
pying the same space at the same time." 

Name some things you could call matter, and tell why you 
call it matter. (Have several answer.) 

Read. — We learn about matter today, flatter occupies 
space. Matter keeps other matter from occupying the same 



FOB PRIMA BY TEACHEBS 127 

space at the same time. Two books cannot occupy the same 
space at the same time. Two people cannot occupy the same 
space at the same time. Air and water cannot occupy the same 
space at the same time. Water and stone cannot occupy the 
same space at the same time. 

Lesson II. 

Matter. — Molecules defined and experinicnt ilhistrating — 
Their incessant motion. 

Method. — Have a jar filled with small stones or marbles. 
Is this jar full? Pour some sand into the jar. Pour in 
until no more sand will enter. Why do not the marbles run 
out ? ( Do not force the answer : perhaps none will be 
given.) Let us pour in some water. Pour in until no more 
water will enter. Why doesn't it run over? The jar was 
filled with the marbles, and yet we have put in sand and 
water. Why is it that we can get these into a full jar? 
(Spaces between the marbles for the sand and between the 
sand for water.) Now I will tell you something very, very 
strange. You have never thought of it before. There are 
similar spaces between the smallest parts of this chair, or this 
iron, or this air, or this piece of board. Think of a piece of 
this wood so small that you cannot see it with your eye. You 
must have something to help your eye see it. What? These 
particles are so small that we cannot see them, and yet all 
matter has these small particles. And man}^ of these make 
the object which we see. Look at this chair and think of 
those millions of little particles that make the chair. (Same 
with pencil, table, etc.) Show me a body of matter. It has 
those very small particles. These small particles are mole- 
cules. Show me another piece of matter. It has molecules, 
too. ( Have several shown, teacher making same remark, 
using term "molecules," so that the term may become famil- 
iar to the pupils.) Can you see these molecules? Why not? 



128 OUTLINES AND SUGGESTIONS 

These molecules have space between them just as we saw the 
spaces between the marbles and the sand. Do you think there 
are spaces between the molecules in this chair? The molecules 
of this table? The molecules of this iron? Now what 
do you suppose these molecules are doing all the time? Think 
of it. They are constantly moving about, round and round, 
up and down, over and under. Isn't that strange? See this 
iron, the molecules in it are always moving. Do you think 
they are moving in this chair? in this table? in this pencil? 
(Illustrate until an impression is left with the pupils.) Now 
when you look at your desk or your pencil you will think of 
these restless little molecules, won't you? 

Read. — What is matter? Matter occupies space. Matter 
won't let other matter occupy the same space at the same 
time. The smallest particle of matter is a molecule. Can 
you see a molecule? This wood has molecules. This iron 
has molecules. This air has molecules. Molecules are never 
still. Molecules are always in motion. Are the molecules in 
your pencil in motion? Are the molecules in your desk in 
motion ? 

Lesson III. 

Matter. — Experiments to show that there are spaces betzveen 
the molecules of matter. 

Materials needed. — Water, glass, test-tube, alcohol lamp, 
holder for test tube, fine sugar, alcohol, matches. 

Method. — Experiment i : 

Fill this glass with water. Here is some fine sugar. Drop 
in just a little. Why doesn't the water run over. (If this 
cannot be answered, go on to the following experiment. Do 
not force the answer. The thoughtful observation and the 
effort toward a judgment are of more importance at this 
stage. ) 



FOR PRIMABY TEACHERS 129 

Experiment 2 : 

Put some water in this test tube. Light the lamp. (Teach- 
er show how, if necessary at first, then have pupil do it. ) Hold 
Ae tube over the lamp. Watch the water closely. See those 
air bubbles! Where have they been hiding? Where are 
they coming from? 

Experiment 3 : 

Fill this test tube half full of water. Here is some alcohol. 
I will pour it very carefully until the tube is full. How is 
the tube now? (Teacher place thumb over the tube and 
shake until the contents are thoroughly mixed. How is the 
tube now ? Why is it not full now ? 

O, those tiny spaces between the molecules have been 
filled up. Isn't this wonderful ? Can you see these spaces ? But 
we have proved that the spaces are there. Show us one way 
of proving that. (Have at least two pupils give an experi- 
ment. Some day I will say to you. "Give an experiment that 
will show me that there are spaces between the molecules 
of matter." Will you know what to do? Do it now. (Have 
one or two perform an experiment again.) 

Read. — There are spaces between the molecules of matter. I 
can give an experiment that will prove this. We filled a 
glass with water and then we dropped in a little fine sugar. 
The water did not run over. Can you tell why ? Which exper- 
iment can you show to your mother tonight? What will you 
tell her about it? 

Lesson IV. 

Matter. — Force of cohesion — Three states of matter dis- 
tinguished. 

Method. — Let us think of these tiny molecules again. What 
are they always doing? What are the molecules in this chair 
doing now? in this iron? in this pencil? Yet they never get 
away from each other. They stay in the chair, or in the iron. 



130 OUTLINES AND SUGGESTIONS 

or in the pencil. I wonder what holds them together. That 
is what we will learn today. This force that holds them 
together is cohesion. Cohesion holds together the molecules 
in this table. Cohesion holds together the molecules in this 
pencil. You name a body that has its molecules held by cohe- 
sion. ( Have several recite. "Cohesion holds together the 
molecules in this paper/' etc.) Now let us see in which one of 
these bodies cohesion is the strongest. Break the hickory 
stick. Was it easy or liard to break? Break this iron rod. 
Can you? Why not? Cohesion won't let you. How strong- 
it is holding the molecules together.j Break this mai(ch. 
Which was the easiest to separate, the molecules in the match, 
the stick, or the iron? Why? Separate the molecules in this 
water; in this alcohol; in this mercury. (After each experi- 
ment, ask "How is the force of cohesion acting in that body?") 

When cohesion acts with great force, we call that body a sol- 
id. Show some solids. 

When cohesion acts with little force, we call that body a 
liquid. Name some liquids. 

Lesson V. 

Matter. — Repetition of previous lesson — Develop third state 
of matter — Gas. 

Method. — Follow previous plan. Sometimes the molecules 
do not cling together. They are always trying to get away. 
We call that body a gas. Air is a gas. 

Wq see matter in three states. Name them as I point to 
them. (Solid, liquid, gas.) 

Tell me whether this is a solid, a liquid, or a gas. (Teacher 
name about ten articles, pupil saying after each one, either 
a solid, a liquid or a gas.) 

Read. — Show a solid. The molecules are held together 
with great force in a solid. The force of cohesion holds the 
molecules of a solid. 



FOE PRIMARY TEACHERS 131 

What other states of matter do you know ? Show one. The 
molecules cling together with little force in a liquid. 

The air is a gas. Its molecules are always trying to get 
away from each other. Cohesion cannot do much with the 
molecules of gas. 

Lesson VI. 

Matter. — Adhesion illustrated and defined — Compared with 
cohesion. 

Method. — Mark on the black board ; why does the chalk 
cling to the board? Put your finger in this water. Take it 
out. Why does the water cling to your finger? Put some 
milk in this water. Mix it. Why does the milk cling to this 
water? Some force makes it. What is that force? Here is 
its name, adhesion. Are the board and the chalk alike? Ad- 
hesion holds together particles that are unlike. Are the finger 
and the water alike? So adhesion holds them together. Are 
the milk and water alike? So adhesion holds them together. 

Show me where the force of adhesion is acting. (Have 
three or four show.) 

Think out some new examples for me and tell me of them 
tomorrow. 

Cohesion holds the particles of this chair together. 

What holds the particles of this iron? this pencil? this 
milk? What held the milk and water together? 

Read. — 

Adhesion is another force. Adhesion holds together par- 
ticles that are not alike. Show adhesion. Show cohesion. 

Lksson VII. 

Matter. — Gravity illustrated and defined — Review adhesion 
and cohesion. 

Method. — Toss up this ball. Why does it come back? Jump 
as high as you can. Why did you come back? What makes 



132 OUTLINES AND SUGGESTIONS 

the nut fall to the ground? Why doesn't it fall up in the 
air? 

What makes this chair stay on the floor? What makes 
you stay on the floor? Why don't you fly up like a feather 
or a milk weed seed? You wouldn't like that, would you? 
Some force keeps you down. Here is its name, Gravity. (Ask 
again the same questions as above and get this answer, "Grav- 
ity makes the ball come back," etc.) 

Show me gravity acting upon something else. 

What force holds the particles of this chair together? 

What force holds the chalk to the board? 

Show me adhesion. 

Show me cohesion. 

Read. — 

We learned of a new force today. It is gravity. Toss a 
ball into the air. What force acted? What force holds you 
to the earth? Show cohesion. Show adhesion. Show grav- 
ity. 



FOB PBIMABY TEACHEBS 133 



FEBRUARY. 

Lesson I. 

We have a new month. What? (February.) Which 
month of the year is it ? What is the first month ? How many 
days had January? February has how many? (Tell from 
calendar on board. The poem is on the board which was be- 
gun in January.) 

Read the poem. Now we can add a new line. (Teacher 
write. ) 

"And February short and bright." 

Why do we say "short?" How much shorter than January 
is it? 

Lesson II. 

What month? Write the name. How many days has it? 
Teacher write and say : 

"Here is February 
Such a tiny thing 
She's the shortest daughter ; 
Mother Year can bring." 

Even if February is short, it brings many important days. 
Do you know one that comes this month? (Teacher write 
them as they are named : Washington's birthday, Lincoln's, 
Longfellow's, St. Valentine's, any of the pupil's.) 

We will study of these great men this month. Here are the 
days which are their birthdays. (Teacher indicates on the 
calendar these days. ) 

Which one shall we studv first ? 



134 OUTLINES AND SUGGESTIONS 

A LEGKND OF ST. VALENTINE. 
( Ruth Dean In Younj; Citizen. ) 

On the fourteenth of February we send to our best friends a 
token of our love. We love to send and to receive these little 
paper gifts. So did our fathers and mothers when they were 
children. 

But why should we select this day, of all the year, to give 
these love tokens? The reason for this is not easy to find. 
There are many different legends about a good man called 
St. Valentine. Who he was, and where he lived, and why we 
keep this day in his memory is not known. 

The French have a legend that is very pretty. They tell that 
many years ago a priest named Valentine lived in their coun- 
try. He loved children very much. They soon learned that he 
loved them, and they went to him with all their trials and 
troubles. 

He never failed to help them, but after a while there were 
so many children who wanted help that he told them to send 
their messages to him in a letter. Soon, hosts of little letters 
came from all over the country, and Valentine was busy doing 
acts of kindness for his child friends. At last this good man 
died, and the children mourned for their friend and called 
him Saint Valentine. 

When his birthday came round, the spirit of loving kind- 
ness that he had shown to them filled their hearts, and they 
sent little missives of their love to each other. In these they 
told of their love, and promised to be kind and thoughtful 
friends. When you send a valentine on this day, remember 
to send with it kind thoughts, and to follow it up, throughout 
the year, with loving deeds. The best kind of a valentine to 
send is one made by your own fingers. There are many pretty 
patterns for these. Here are two that when made neatly will 
be pretty love tokens for your best friends. When you have 



FOR PRIMARY TEACHEBS 135 

made one for your best friend, make another for someone who 
you think has no best friend. Then you will be a real St. 
Valentine. To make the first one, get a piece of prettily col- 
ored paper and a picture of yourself. Cut three lines one inch 
long, crossing at the center, with the ends at equal distances 
from each other. With a sharp pencil lift up the points and 
you will have a star. Gently bend back the points until they 
stand up. Back of this paste your picture, and below it write 
prettily the lines on the copy. If you wish, add some golden 
hearts, or painted flowers, or bows of ribbon. 

For the second valentine, cut a heart from plain paper. Take 
paper of a different color and make the little girl with sunbon- 
net. Paste the little girl on the heart and write the lines that 
are on the copy. 

Song. — "Gaynor," p. 93. 



WASHINGTON. 
Lesson I. 

Matter. — George Washington — Introduction — Washington 
as a boy — His home — Manner of traveling — Hand work — 
Cut, George's pony — Writing, George had a pony. 

Method — This is the picture of a great and good man whose 
birthday we celebrate this month. Whose picture is it? 
What do you know of him ? How patient and gentle he looks. 
He was so truthful, so brave, and he did so much for his 
country that every one loved him. Would you like to hear 
about George Washington when he was a little boy? He 
didn't live in a town as we do. At that time there were no 
large towns in our country, but only a few small towns, and 
a great many farm homes far apart. It was in one of these 
farm homes that George lived with his brothers and sisters. 
(Show picture.) They seldom had any friends visit them, for 
in those days there were no railroads. How do you think 



136 OUTLINES AND SUGGESTIONS 

people traveled? (On horseback or else in sail-boats on the 
river.) The children were never lonely for they had animal 
friends who made the best kind of playfellows. Name some of 
these animal friends. George had a little pony named Hero, 
which he loved best of all these pets. He liked to feed his 
pony, to care for him in every way, and to ride him through 
the wood. George played out of doors a great deal and grew 
large and strong. What do you think he played? He could 
run faster, jump higher and throw a stone farther than any 
other boy. He liked to go to school, too. In our next lesson 
we will talk about his school days. 

Hand-work. — -What pet did George like best? We will cut 
this pony from this paper. Write sentences on board. 

Lesson H. 

Matter. — Review JVashingtou as a boy — Home — Manner 
of traveling — Teach school days — Amusements. 

Method. — Show picture. Who is it? When George was a 
small boy he went on a journey with his father. Can you see 
George riding his pony by his father's side? In a 
few weeks, George's father had to take another journey. 
George went with him again. They went nearly all the way 
by water this time. vShow by sketching in what they sailed. 
They were away from home many days. How did George's 
brothers and sisters feel to have him gone so long? They felt 
a little lonesome at first, but they had good times with their 
animal friends. Name these pets. No doubt they rode 
George's pony, Hero, while George was away. When George 
came back, he started to school. What did he learn to do 
there? When George grew older he wrote letters and these 
letters that George wrote when he was a little boy are still 
kept. What did he talk about in those letters ? What was his 
favorite pet? He talks about Plero, his picture book with ele- 
phants in and his new humming top. The school boys liked to 



FOR PBIMABY TEACHEBS 137 

play soldier. They always chose George as their leader. This is 
how the boys looked when they were getting ready to fight a 
battle. ( Picture. ) George would wave his wooden sword and 
shout, "Come on, boys." They would rush into battle with a 
"Hurrah! hurrah!" (Dramatize.) When he grew older his 
brother taught him to shoot, and often the two would go out 
hunting. (Dramatize.) What would they bring home? 
(Rabbits, geese and wild turkeys, just as the fathers did for 
the little Pilgrim children's Thanksgiving dinner.) 

Lesson III. 

Matter. — Review George playing soldier — Teach story of 
seeds — The hatchet. 

Method. — When the boys at school were planning to play 
soldiers, whom did they choose for leader? Here you can see 
George standing by them. Soon he will wave his sword and 
shout, "Come on, boys." What will the boys call as they rush 
after him ? Where did George and his brother sometimes go ? 
What would they bring home ? George's father was very fond 
of him. One morning he was walking in the garden. Mr. 
Washington took his cane and wrote George's name in the soft 
earth. (Show at sand table.) Then he dropped little seeds in 
each letter. What would come up? What would it read? 
Can you think how pleased George was when he saw his name 
growing in pretty green leaves? Not long after this, his 
father did something else to make George very happy. He 
gave him a little hatchet. Pass to your seats and I will tell 
you a story about the hatchet. (Tell story.) Dramatize 
George cutting down the tree. 

Lesson IV. 

Matter. — Review story of hatchet — Teach story of colt. 
Method. — What did George Washington's father give him 
for a present? We will hear. (One pupil tells story and 



138 OUTLINES AND SUGGESTIONS 

sketches as he talks.) George loved his mother as much as he 
loved his father. He always tried to do what he knew would 
please her. One day, however, he did something that made 
her feel very sad. She had a young colt of which she was 
very fond. He was so fierce no one could ride him. One 
morning, George and his playmates were out playing in the 
fields where the colt was. "George," said one of the boys, 
''there is a colt you're afraid to ride." George was not afraid 
of anything in the world and what do you think he said? 
They got the colt in a corner of the field and put a saddle and 
bit on him. George jumped on his back. The colt didn't like 
that. He jumped and plunged and tried to throw his young 
rider off, but George held on. At last the horse became very 
angry. He made a great jump into the air. He was so angry 
that he burst a blood vessel and fell to the ground dead. "What 
shall we do?" said the boys. What do you think George did? 
What did he do when he cut down his father's cherry tree? 
What will he do now? He ran to his mother. "Mother." he 
said, "I have killed your colt," and then he cried and told her 
how it had happened. His mother looked down at him and 
said, "I am sorry to lose my colt, but I am proud that my little 
son is not afraid to tell the truth." Dramatize. 

Lesson V. 

Matter. — Reviezv story of hatchet — Dramatise — Sketch — 
Story of colt — Teach George's desire to become a sailor. 

Method — What did George's father give him? George 
wanted to use his hatchet. He wanted to see if it was sharp. 
Show how he found out. Can you see him walking through 
the orchard? He comes to a fine looking cherry tree. We 
see him cutting first one side and then the other. What hap- 
pened in a little while? Then George runs to the house, not 
thinking he has done anything very wrong. (Dramatize.) 
Who comes into the orchard the next day ? How does he feel 



FOM PRIMARY TEACHERS 130 

when he sees his cherry tree cut down? He calls George to 
him. We hear the father saying, "George, do you know who 
cut down this tree? " What does George say? (Dramatize.) 
Not very long after that George did something that displeased 
his mother very much. Tell what it was. For the second time 
he proved that he was not afraid to tell the truth. When 
George was only eleven years old, his father died, leaving his 
mother to take care of the children. She was a very busy 
mother. What did she have to do ? ( Sewing, mending, spin- 
ning yarn.) Mrs. Washington was a kind mother. She al- 
ways found time to help the children with their lessons and to 
tell stories which would help them to grow up to be good 
men and women. When George was older he wanted to be a 
sailor. His oldest brother said he might do as he wished. 
George was already to go. His trunk was packed and it was 
almost time for the ship to start. George went to say good-bye 
to his mother. How do you think she felt? He found her 
crying. How did George feel? Do you think he wanted to 
go when he saw her crying? No, the tears came into his own 
eyes. He thought how kind his mother had always been to him. 
He put his arms around her neck and cried, "O, mother, I will 
not go. I will stay with you until I am a grown man.*' (Drama- 
tize.) George felt very much disappointed not to be a sailor, 
but he stayed at home with his mother. Why ? 

Lesson VI. 

Matter. — Reviezv desire to he a sailor — Teach his work as a 
surveyor — Work at sand table illustrating his life in the 
woods. 

Method. — Where did George want to go when he was older ? 
Let us see the picture of George going to say good-bye to his 
mother. For a time he went on with his school studies. But 
he was getting to be a big boy and he was anxious to earn 
some money to help his mother. What do you think he did to 



140 OUTLINES AND SUGGESTIONS 

earn money? He learned to be a surveyor. What does a 
surveyor do? (He measures land, tells your father just how 
large his lot is to be, or hov^ much land is in his garden or 
farm. A good surveyor must be very careful and make no 
mistakes. George was always very careful, so he made a 
good surveyor. A friend of George's bought some land way 
out in the woods, and he wanted to know just how much land 
belonged to him. George went out to measure the land. Come 
to sand table. Let us show the land in the woods. ( Make for- 
est. Little j)ine twigs.) George was far from home. In what 
did he sleep at night? Make his tent. (Sticks and cloth.) 
What people lived in these woods ? The Indians never harmed 
Washington. They thought of him as one of their friends. 
Why? He learned how they lived. He cooked his food as 
they cooked theirs. Show how that was. (Three sticks and a 
kettle.) At night he sometimes slept in a bear skin by the 
side of this fire that he used for cooking. Show where he 
would put the bear skins. 

Lesson VII. 

Matter. — Review George WasJiington as a surveyor — Pic- 
ture his life in the woods — Teach the soldier. 

Method. — Class at sand table. Show where Washington 
went to measure land for a friend. Make the tent in which he 
slept. Show how he cooked his food. Where did he sleep? 
Run to your seats. Washington was a brave man. So just 
and noble and true that every one loved him. We will learn 
how people showed their love for him. Our country had 
trouble with a country across the ocean called England. There 
was a war. Whom do you think the people chose to be their 
leader? They made him General Washington. He was the 
leader of all the men who were willing to become soldiers. To 
whom do you think Washington wanted to say good-bye be- 
fore he went to war ? (Mother.) (Picture.) You remember 



FOB PRIMABY TEACHEBS 141 

how kind Washington's mother was to him when he was a 
boy. She is an old woman now. Notice how she leans upon 
George for support. How gentle he seems with her. How 
lovingly he looks down at her. Of what is he thinking? Per- 
haps she is thinking of the time George wanted to be a sailor 
boy and had come to tell her good-bye, but she said, "Don't 
go, my boy." What did he do. He promised to stay with her 
until he was a man. He has come to say good-bye to his 
mother again. Where is he going? She doesn't ask him not 
to go. Perhaps she is saying, "Go, my son. and fight for your 
country. May God bless you." 

Lesson VHI. 

Matter. — Rcviezv Washington and his luotJier — Teach 
IVashhtgton's coniidence in soldiers — The bravery of the hoys 
and girls. 

Method. — Why was Washington going to leave his home? 
Yes, the people loved and trusted him so much that they chose 
him to be the leader of all the men who were willing to be- 
come soldiers. To whom did Washington wish to say good- 
bye before going away to war? (Show picture.) Why do 
they walk so slowly? Washington remembers how kind his 
mother was when he was a boy at home, of all she did to help 
him to become a great and good man. He loves her for it. 
Do you think she is proud of her soldier boy? How tender he 
seems with her ! Will he think of her many times when he is 
on the battlefield? Many people thought our soldiers would 
be beaten, but Washington never did, for he knew they were 
right, and often talked and prayed to God to help the poor 
suffering soldiers in their battles. Every one was anxious to 
help the soldiers ; even the boys and girls helped. Shall I tell 
you how? How do you think they felt when they saw their 
fathers going off to war? But they were brave and tried to 
help, too. The girls knit stockings for the soldiers. The boys 



142 OUTLINES AND SUGGESTIONS 

raised chickens to sell and sent the money to the soldiers. 
Sometimes they sent things to eat, for the soldiers couldn't get 
enough to keep them well and strong. What would the sol- 
diers like to have sent to them to eat ? One little girl gave her 
own pet lamb, the only one she had, to be used for food. How 
brave and unselfish those boys and girls were. 

Lesson IX. 

Matter. — Close of the war — Washington's departure for his 
home. 

Method. — Who led the soldiers in the war between our coun- 
try and England? He was called General Washington. 
What a fine general he made, too. He often talked and prayed 
to God to help his soldiers win in the battle. In what way did 
the girls help the soldiers? And the boys? At last the war 
was ended. Our soldiers won. Washington said good-bye to 
his soldiers. He felt almost as sorry as when he had said 
good-bye to his mother and wife, Martha, when the war be- 
gan. He thanked the soldiers for their bravery during the 
weary years of the war. You may be sure they thanked their 
great commander for all he had done for them. (Show picture.) 
This is his picture as he sat upon his horse ready to start for 
his home. How the soldiers cheered and cheered as Wash- 
ington rode off. At last Washington reached his home in Mt. 
Vernon. (Show picture of home.) What a pleasant place it 
is. How restful it looks there. How much Washington must 
have enjoyed his home after being away for so many years. 
How did his wife, Martha Washington, feel when General 
Washington at last rode up to their home? Look at her pic- 
ture. Washington did not stay at his home very long. I will 
tell you why. The people sent to Mt. Vernon and asked Gen- 
eral Washington to be their President. Do you think he said, 
"Yes?" He did, but he would have been so glad to stay at 
home. Why didn't he? He started on his way north to the 



FOE PRIMARY TEACHERS 143 

City of New York. That is where the President Hved in those 
days. All the way from his home to New York, people came 
out to see him. Why? At one place a beautiful arch was 
erected and girls in white ran before and scattered flowers. 
Oh, how the people loved and honored him. Why? He was 
our first President, and for eight years he served his country 
in that way. Then he went to his beautiful home again. 
Some day you will take a journey there and see the very house 
and the chair and the tables and other furniture that Washing- 
ton used. Then you will go to his grave and see that. Here 
is the picture. Where do all of our Presidents live now ? ( At 
Washington.) Why is that city called Washington? 

Washington's portrait. 

"How did George Washington look?" said Nell, 
"What was he like, won't you please tell ?" 
Thus I answered : "A courtly man 
Wearing his honors as heroes can. 
Knee breeches, buckles, frills and queue, 
Powdered brown hair ; blue eyes far apart. 
Strong limbed and fearless, with gentle heart. 
Gracious in manner toward every one, 
Such, my darling, was Washington." 

—Selected. 
Read. — "Taylor," p. 120. 

Songs. — "Holiday Songs," pp. lo-ii. "Merry Songs and 
Games," p. 52. 

Handzvork. — Cutting, folding or modeling tents, caps, guns, 
swords, flags. 

Sketches. — Washington and hatchet; Washington and 
colt. 

FLAG. 

Lesson L 

Matter. — What the Hag means — Flags of other nations ob- 
served and compared ivith ours — Story of making of first Hag 
— Color flag on board. 



144 OUTLINES AND SUGGESTIONS 

Method. — (Show flag.) What is it? What does it repre- 
sent? (Thought of it standing for the United States of 
America. What this thought means to those away from home ; 
to other nations.) Do other nations have a flag to represent 
them, too? (Show other flags.) Of which do you think the 
most ? 

"There are many flags of many lands, 
There are flags of every hue 
But there is no flag however grand. 
Like our own red, white and blue." 

Where do you think we got this grand old flag? (Tell story 
of making flag; time, name, "Betsey Ross," place, memorized.) 
(Pupils reproduce.) Let us make the flag, too. (Have out- 
line on board, pupils color.) 

Sing. — "Gaynor," p. 30. 

Lesson IL 

Matter. — Review previous lesson — What colors in flag — Ar- 
rangement, meaning — Poem. 

Method. — Let us see these flags of different nations again. 
Name any you know. What colors in it? Which flag do you 
love best? (Have verse of previous lesson on board, all re- 
peat.) Who planned our first flag. When, where? What 
colors did they choose? Why were these chosen? They all 
mean something. Let us learn what. The red says, "Be 
brave;" the white, "Be pure;" the blue, "Be true." No wonder 
we love the flag. What color is on the outside? How many 
short red stripes? How many white? How many red and 
white ? Why ? Where is the blue placed ? ( Make. ) 

How many stars ? Why ? How many points on each star ? 
( Make. ) 

"We shall always love the stars and stripes 

And we mean to be always true 
• To this land of ours and the dear old flag, 
• The red, the white, the blue." 



FOB FBI MA BY TEACHEBS 145 

Lesson III. 

Tell me today why you love the flag. Tell anything you 
have learned about it. (Teacher question if important points 
are not brought out.) Let us repeat the verse we learned yes- 
terday, and wave our flags. Now let us learn to salute the flag. 
Teacher say, "We give our heads, and our hearts to God and 
our country., 

One country, one language, one flag." J 

(Wave flags at word flag.) 

THE COLORS OF OUR FLAG. 

(Exercise for four children.) 
First child — What do the colors in the flag say to us? 
Second child — Red says, "Be brave." 
Third child— White says, "Be pure." 
Fourth child — Blue says, "Be true." 
All together : 

"We'll always try to do the right, 
To live brave, pure and true, 
To learn the lesson taught to us 
By red, and white, and blue." 

Handzvork. — Water color flag. Cut and paste the flag, us- 
ing colored paper. 



LONGFELLOW. 
Lesson L 

Matter. — Introduction — The babe, Longfellow — His boy- 
hood — Sports — Visit to the country. 

MetJiod. — What month is this ? Point to the pictures of two 
great men whose birthdays come in February. (Show pic- 
ture.) This man's birthday comes in February, too. Who is 
it ? What a kind face he has. His hair was as white as snow. 



146 OUTLINES AND SUGGESTIONS 

His heart was always kind. He was a poet. What does a 
poet write? (Verses.) You have learned some verses about 
Hiawatha that Longfellow wrote. Say them. What kind 
of a baby do you think Longfellow was? He was a very 
pretty baby. What color were his eyes ? He had blue eyes and 
rosy cheeks. He was a happy baby, too. When he was nearly 
a year old his mother said he liked nothing so much as singing 
and dancing. What do you think he liked to play as he grew 
older? (Fly kites, play ball, swim, skate, coast and snowball.) 
He used to go out in the country and visit his grandfather. 
Why did he like to go there? He had cousins at the farm. He 
liked to play with them. He was kind to them. He was kind 
to animals, too. He tried not to hurt them. Everybody at the 
farm loved Henry Longfellow. He liked to work as well as 
play. Let us think about how he helped his grandmother. 
(Response.) He picked wild strawberries. (Dramatize.) 
To whom would he give them? Why was she glad to get 
them? What did he do to help his grandfather? He went 
after the cows. In autumn, he he]])ed husk corn. etc. Let us 
have the picture of Henry bringing up the cows. (Dramatize.; 
Now we would like to see how he husked corn. How did 
Longfellow feel when night came after having worked and 
played all day? His grandfather used to take him upon his 
knee and tell him stories about the Indians. Do you think 
these stories interested Henry? He liked them so much that 
when he grew to be a man he wrote a poem about the little In- 
dian boy. What was his name ? 

Lesson II. 

Matter. — Rcviezu boyJiood days — Visit to count rv — Teach 
school days. 

Method. — Point to the picture of the man whom we talked 
about yesterday. Let us think how he looked when he was a 
baby. (Response.) How pretty he must have been. We 



FOR PRIMARY TEACHERS 147 

will guess from your dramatizing what he liked to play. (Call 
on different ones.) Where did he like to go in the summer? 
Shall we dramatize some of the ways in which he helped his 
grandfather ? When Longfellow was only three years old, he 
went to school. I don't suppose he studied much, do you? 
When he was six years old he went to another school. He 
liked to study. The teacher sent this note to his mother, 
''Master Henry Longfellow is one of the best boys we have in 
school. He spells and reads very well." When Longfellow 
grew to be a man he was wise and kind. He always loved 
children and wrote so many poems for them that he was called 
the "Children's Poet." He liked to play with his children. 
He loved them and made them happy. They loved to be with 
their father. They would run into the room where he was 
studying and try to surprise him. 

This is a poem which he wrote about it. He called it the 
"Children's Hour." Why? (Teacher read poem.) You 
would like to learn this poem. (Literature Book 3, pp. 131- 
136.) 



MAGNETISM. 

Lesson L 

Matter. — Show magnet — Have many different materials, as 
glass, steel, lead, cloth, pin, knifehlade, iron filings, etc., to use 
the magnet upon — Learn that the magnet attracts things con- 
taining iron — Name of new force given. 

Method. — This is a magnet. Hold it in these iron filings. 
What happens? Hold it near this steel pen; this needle, this 
piece of lead ; this paper ; this glass, etc. 

Have the magnet pick up all that it will. Name all of the 
things that it picks up. Why does it attract some things and 
not the others? (Iron in them.) This is a new force. Here 



148 OUTLINES AND SUGGESTIONS 

is its name — Magnetism. What things does the magnet at- 
tract ? 

Lesson II. 

Matter. — Making permanent and temporary magnets. 

Method. — Show me the magnet. Pick up something with 
the magnet. What does that contain? How do you know? 
Let us make other magnets. Draw one end of the magnet 
along the pen several times, always moving it in the same 
direction. 

Now see if the pen will attract something. Let us make a 
magnet of this knife ; this steel, etc. 

Without rubbing, just touch this nail with the magnet. Now 
touch the bits of iron with the nail. What happens? What is 
the nail now? (Magnet.) Loosen the nail from the magnet. 
What happens ? Why ? 

Make other temporary magnets. 

Lesson V. 

Matter. — Making a magnet — Suspend it and discover that 
it points north — Reason for this — Shozv compass — Use of 
compass. 

Method. — Let us make a magnet out of the knitting needle. 
(Pupils do so. This reviews previous lesson.) Now let us 
suspend this needle. (Teacher suspend it with a silk thread 
about a foot long.) Let us watch it until it comes to rest. In 
what direction does it point? Why? (Teacher explain.) 
Can you think how this magnet might be of use to you if you 
were lost? 

Here is a little instrument that sailors carry to guide them 
in their journeys. (Show compass.) In which direction does 
it point. Why ? Of what use is the compass ? You use it. 



FOB PBIMARY TEACHEBS 149 

ATMOSPHERIC PRESSURE. 
Lksson I. 

Matter. — The experiments shoiving atmospheric pressure. 

Method. — What is it we breathe? We could not Hve without 
it. Let us learn something about the air today. 

Example i. — Fill this glass with water. Put the end of 
this tube down in the water. Close the upper end with the 
thumb. Raise the tube almost out of the water. Notice the 
water in the tube. What holds it there ? Take the thumb ofif 
the end. Why did the water fall ? 

Example 2. — Fill this tumbler with water. (Have small 
tumbler so that the child's hand will fit on it.) Place this thick 
paper on top. Hold it on tightly and turn the glass over. 
(Teacher show how with another glass and prepare if neces- 
sary. Let it be held over a bucket in case the paper falls.) 
What holds the paper there? 

Example 3. — Here is a bottle full of water. Turn it over 
this pail. Hold the bottle straight up and down. Why does 
the water come out in such an unsteady stream? Make the 
water flow in a steady stream. Why is the stream steady now? 
The air is doing all of these strange things. Let us try the 
first experiment again. (Repeat the three, having the ques- 
tions answered. 

Lesson H. 

Matter. — Tivo experiments shozving atmospheric pressure — 
General idea of air pressing upon everything from every side — 
Number of pounds to square inch. 

Method. — 

Example i. — Repeat experiment i of previous lesson. Re- 
move the finger. What happens? Why? 

Example 2. — Here is a small can. What is punched in the 
bottom? I will keep my finger over the hole. You fill the 



150 OUTLINES AND SUGGESTIONS 

can with water. Now watch me place the paper over the open 
end. Now see. Teacher invert the can, keeping the finger 
over the hole and pressing paper on other end. What does 
the paper do? Why? Now I will remove my finger. What 
happens? Why does the water fall? You try this experiment. 
(Have two pupils work together.) 

Do you suppose the air is pressing upon you in the same 
way ? Upon how many sides does the air press upon you ? 

Show me a square inch on your hand. Is the air pressing 
upon that? How many pounds are pressing upon that little 
square inch? Show a square inch on your desk. How many 
pounds are pressing upon that ? 

Lesson HI. 

Matter. — Siphon — Action — Cause of this — Uses of siphon. 

Method. — Fill this siphon with water. Close the long arm 
with the finger. Turn the siphon over. Why doesn't the 
water flow out of the short arm ? Remove the finger. Which 
arm does the water flow out of? Why? Fill siphon. Place 
finger over the end of the short arm. What happens? Why? 

Fill siphon again. Place the finger over end of the long 
arm. Place the short arm in this jar of water. Remove your 
finger. Why does the water flow? How long did it flow? 
Have this tried several times, pupils thinking of these ques- 
tions : (If no one offers the correct answer, ask the following- 
questions:) In what arm is the water heavier? (Long.) What 
does the water do? (Falls.) Where does the water come 
from that takes its place? What forces the water up into the 
short arm ? Then ask again the former questions. 

Siphons are very useful. 

How could you use this one ? 
Teacher be ready with numerous illustrations. 



FOB PRIMARY TEACHERS 151 

CAPILLARITY. 
Lesson I. 

Matter. — Experiments illustrating capillarity — Materials, 
coarse cloth, water, ink, blotter, lamp. 

Method. — Place one end of this cloth in this dish of water. 
Let the other end hang on the outside. What happens ? Why ? 

Place this stick in the water. Why is it soaked ? 

Here is a drop of ink. Use the blotter on it. What does 
the blotter do to the ink ? Why ? 

You have wiped the dishes for your mother. What do you 
use to dry the dishes ? How does the towel dry the dish ? 

How does this alcohol reach the top of the wick in the lamp ? 

This is a new force. Here is its name, capillary force. 

Capillary force makes the water rise in this cloth. See the 
water go from tube to tube. (Teacher hold cloth in water 
while class observe.) Give an experiment showing capillary 
force. 

Lksson II. 

Matter. — Lesson on changing solids to liquids and liquids to 
gas and vice versa. 

Method. — What is this? (Show piece of ice.) What form 
of matter is it? (Have the three names on board, solid, liquid 
and gas.) Can you make it a liquid? Do so. (Have pupil 
light the lamp and melt the ice in a pan.) 

Here is a piece of lead. What form of matter is this? 
Change that to liquid. 

What is this? (Showing iron.) Change that to liquid. 
Can you? What changed the ice and lead to liquids? What 
do we say we did to them ? ( Melted them. ) Can you change 
this back? How? Do it. 

Now, do you think we could change this liquid (pointing to 
the water) to a gas or vapor? Do it. Observe the vapor as it 



152 OUTLINES AND SUGGESTIONS 

passes off. What makes this change? What is this above the 
water? Where is it going? How does that make the air into 
which it is going ? After a rain the sun comes out and changes 
the water to vapor. Where does the vapor go? How does 
that make the air ? Why is it cooler after a rain ? 

Have you ever perspired until the drops stood on your body ? 
Where do those drops go ? How does it make your body ? 



FOR PBIMABY TEACHERS 153 

Mx\RCH. 

Lesson I. 

Matter. — New month — What it brings — Signs of spring. 
Method. — (Have calendar on board. Indicate each windy- 
day by letter W : the direction by initial letters ; thus 

Calendar. 



I i|2|3]4|5|6l7 
\v. s. : w. s. e. 



At close of month, verify the statement that March is the 
windy month. 

(Direction of wind should be learned by observing the direc- 
tion of smoke from chimney ; of flag ; in which trees are 
blown.) 

We have a new month. What? (March.) So we can add 
a new line to our poem. (Teacher write.) "See breezy March 
go tearing round." 

March brings a new season. What? (Spring.) What sea- 
son has gone? What pleasures did winter bring? What 
pleasures will spring bring? Which do you like better, winter 
or spring? 

We must watch spring's coming very closely or she will be 
here before we know it, for she comes so rapidly, yet so quietly. 

What signs of spring will we see as the days go by ? ( Snow 
melting, birds coming back, buds unfolding, grass getting 
green, days getting longer, sun mounting to north.) 

(Teacher write.) 

"Spring time is coming! 
Spring time is coming ! 
How do we know ? 

By the sound of the green things about us 
Beginning to grow." 



154 OUTLINES AND SUGGESTIONS 

All say. 

Handwork. — Freehand cutting or sketching of things blown 
by wind, as, trees blowing, boys flying kites, clothes on line 
blowing in wind, ships sailing, wind mills turning. 

Lesson II. 

Matter. — Characteristics of March. 

Method. — This is what March says about himself . 

(Teacher write and read.) 

M.^RCH. 

"I'm merry, breezy little March; 
Dear children gathered here, 
I hope you all are glad to greet 
The third month of the year." 

— From Primary Education. 

(Pupil read. Teacher question, as, "What kind of March 
does he say he is? Are the breezes blowing to-day? Let us 
look every day to see if March is a breezy month. Which 
month of the year? What was the first month, etc.) 

Reading. — "Plant Life," pp. 1-2; "Literature." Book i, p. 
20; "Taylor," pp. 120-12 1. 



WIND. 

Lesson I. 



Matter. — Hozv tell that wind is blowing. 

MetJiod. — (Previous poem recited again.) Is this a breezy 
day? Let us indicate it on the calendar. How can you tell 
when the wind is blowing? (Hear it. feel it, see things it is 
blowing.) (In the youngest classes, each fact will be observed 
first and then expressed, as, "I think of one way that I can tell 
that the wind is blowing; listen. Do you hear it, etc.") Can 



FOR PRIMARY TEACHERS 155 

you see the wind? (Show picture in which wind is blowing.) 
You can see what it is doing here. 
Teacher write : 

THE WIND. 

"Who has seen the wind? 
Neither I nor you ; 
But when the leaves hang trembling, 
The wind is passing through." 

— CJirisfina Roscffi. 

Lksson it. 

Matter. — Fable, ^'Tlie Wind and the Sun." 

Method. — Do you like windy days? Which will wake the 
sleeping buds and flowers the sooner, the wind or the sun? 
So we think the sun is the stronger. One day the wind and 
the sun had a quarrel. 

(Tell Aesop's "Wind and Sun," Baldwin's stories, p. 59.) 

Children reproduce. 

Read. — "Literature," Book t, p. no; "Plant Life," pp. 11- 
12; "Baldwin," p. 59. 

Lesson IIL 

Matter. — Uses of wind — What harm it does. 

Method. — Of what use is the wind? (Blows away bad air, 
the dust, the fog, the smoke, moves clouds, brings rain, dries 
up mud, dries clothes, turns wind mills, sails kites, ships, 
cleans house for Mother Nature.) 

Teacher write : 

WIND SONG. 

"Blowing, blowing, everywhere. 
Blowing clouds so high in air. 
Turning windmills round and round, 
With such a creaking, creaking sound, 
Making all the trees bend low. 
Waving grass both to and fro, 
Drying clothes upon the line 
And whirling leaves off tree and vine. 



156 OUTLINES AND SUGGESTIONS 

Tossing kites above so high, 
Sailing, sailing 'cross the sky. 
Waving flags with gentle breeze. 
And blowing ships upon the seas." 

— Song Stories for the Kindergarten. 

All recite. 

Does the wind ever do any mischief? Then emphasize the 
thought of the sweet, loving touch and the loud stormy blast. 
Sing, "I am the wind," "Merry Songs and Games," p. 104. 
Here is something the wind did one day. 
Teacher read "Billy Boy and Bobby Boy." 

Lesson IV. 

Matter.— Story of "Bag of Winds.'' 

Method. — When you have heard the wind, what have you 
thought it said. Here is what one little boy thought it said, 
(Teacher recite). 

voooooooo ! 
"Suppose when you've been bad some day," by Field. 

Tell the story of "Bag of Winds." "Literature" B. 3. 
Read, — "Literature," 3rd Book. pp. 3-17. "Young Citizen," 
March, p. 42. 

Lesson V. 

Matter. — Story of ''Foolish Weather Vane." 
Method. — What direction is the wind today? How did 
you learn this? (Show pictures of weather vanes.) What 
is this? this? (Weather vane). What is its use? Where have 
you seen one? What are sometimes used for weather vanes? 
Tell story of "Foolish Weather Vane." 
Reading. — "Stories for Children," pp. 64-68. 
What does each wind bring? 
Sing. — "Gaynor," p. 56. 



FOR PRIMARY TEACHERS 157 

CLOUDS. 

Lesson L 

Matter. — Myths of the clouds. 

Method. — The Greeks live in a country across the ocean. 
(Take imaginary journey to this country just as the journey 
to Columbus' home was taken; or the journey to Holland; 
or to the Holy Land. See those lessons. Give brief de- 
scription of Greece.) Long ago the Greeks believed that 
every thing had life and could talk and love and act as peo- 
ple do. When the Greeks looked at the trees they thought 
they could talk and love just as we do. And so they thought 
of the flowers, and the birds, and the stars, and the sun, and 
the wind, and the clouds, and everything in Nature. This is 
what they believed about the wind. 

The father of all the winds was old Aeolus, who lived in a 
dark cave near the sea. He had six strong sons and six 
good daughters. Every day they were busy working for 
Mother Nature. What did they do? 

(This reviews work of winds again.) 

When these children were out at work, old Aeolus was 
very lonely, but one day a little baby was born in the cave. 
His mother was the Goddess Maia and his father was Zeus, 
the King of all the Gods. This baby was so little and so full 
of mischief that they called him Little Mischief. 

(Complete story as given in "Cooke's Myths," pp. 82-83.) 
Question as to what the white cows were ; how he made them 
run ; how he could milk them ; what the milk was. Show pic- 
ture of Hermes when describing him.) 

Story reproduced by pupils. 

Lesson H. 

Matter. — Names of clouds. 

Method. — When conditions are favorable, learn to recognize 
and name the different clouds ; stratus or layer clouds ; cumulus 



158 OUTLINES AND SUGGESTIONS 

or woolpack clouds; cirrus or feather clouds; nimbus or rain 
clouds. 

Are the clouds ever blue? 

What is the difference between cloud and fog? 

Read. — "Plant Life," pp. 75-76. Cumulus, "Cyr 2nd," pp. 
81-84. Nimbus, "Cyr 2nd," pp. 127-130. Cirru« and Stratus, 
"Cyr 2nd," pp. 167-170. Poem. "Nature in Verse," p. 117. 



PREPARATION FOR SPRING. 
Lesson I. 

Matter. — How all Nature prepares for spring. 

Method. — Last fall we learned how all nature prepares for 
the winter. (Review Plan of Preparation for Winter.) 

Let us think of the preparation for spring. What are the 
trees and plants doing? (Making sap, leaves coming, grass 
growing, flowers blooming.) 

What are birds doing? (Coming back, singing, hunting 
places for their homes.) Horses? Chickens? 

How did mothers and fathers prepare for winter? How 
are they preparing for spring? Cleaning house, taking down 
stoves, storm doors, making thin clothing, setting out plants, 
making garden. The fathers who are farmers are busier 
still. What are some of the things they are doing ? (Plowing, 
cleaning away ashes, scattering manure, getting implements 
ready for use, putting cattle out to pasture, getting ready to 
plant grains, vegetables. 

Sing. — "Merry Songs and Games," p. 162, "Gaynor," p. 15. 

Lesson II. 

Matter. — 5*^0^3; of Sleeping Beauty. 

Tell story of Sleeping Beauty. Have pupils see how it 
typifies the awakening of spring. 

Read. — "Stories for Children," pp. 92-94, "Literature," pp 
141-149. 



FOR PRIMARY TEACHERS 159 

SEEDS. 

Lesson I. 

Matter. — Conditions for germination. 

Method. — All the plant life worked hard last summer to 
make something. What? Why? Name some seeds. (Dis- 
tribute some beans, acorns, corn, peas.) How hard and dead 
these look. It is hard to believe that a wonderful life is hid- 
den away in each of these dry, dead, hard seeds, isn't it? 

(This on board.) 

"As wonderful things are hidden away 
In the heart of a little brown seed 

As ever were found in the fairy net 
Of which children sometimes read." 

Teacher say. 

What are these wonderful things hidden away in the 
heart of this little brown seed? What will make this life 
awake? (Bring out needs of seed; soil, sunlight, water, air.) 

Shall we make this life awake? Seeds planted, some in 
good soil placed under favorable conditions; others in clay 
but given water and sun; others in good soil but given no 
light nor water, some in sawdust to be taken up for observa- 
tion any time and replanted. Daily observation of each of 
these. 

When the first are being planted, Teacher say the last 
two verses of the following. : 

THE SEED. 

"As wonderful things are hidden away 
In the heart of a little brown seed. 
As ever were found in the fairy net 
Of which children sometimes read. 

"Over its pretty shining coat 
We sprinkle the earth so brown. 
And the sunshine warms its lowly bed, 
And the rain comes dropping down. 



160 OUTLINES AND SUGGESTIONS 

''Patter, patter, the soft warm rain 
Knocks at the tiny door, 
And two little heads come peeping out. 
Like a stor}^ in fairy lore." 

— Selected. 

Read. — "Taylor," pp. 122-123. 
Lesson TL 

Matter. — Parts of seed. 

MetJiod. — Distribute dry and soaked bean to each' pupil. 
Compare in size, appearance, feeling. Cause. 

(Teacher take pin and remove coat of soaked bean. Pupils 
watch carefully and then each do so.) What is the use of this 
coat? (Have some nuts, small seeds of other kinds. Call 
attention to their covering, so thick and hard. Why?) Can 
you remove the coat from dry seeds? What will make it 
come off? (Teacher open the bean carefully, pupils do so. 
Discover the little plant. Why is it placed so carefully between 
these thick parts?) What has made the dry, hard food soft? 
Why didn't the plantlet eat the dry bean? How like our 
babies at home ; they must have soft food at first, too. 

What does the little plant need besides food to make it 
grow? Do you like the way this little poem tells it? 

Teacher say, — 

GROWING. 

"A little rain, and a little sun. 
And a little pearly dew. 
And a pushing up and a reaching out. 
Then leaves and tendrils all about; 
Ah, that's the way the flowers grow. 
Don't you know ?" 

— Little Men and Women. 

Have lesson on corn and acorn following the above plan. 



FOB PRIMARY TEACHERS 161 

Lesson III. 

Matter : 

1. Planted corn, beans and acorn, showing the first stage 
of germination — the root, iDefore the class. Careful obser- 
vation and free expression with words and with the hand. 
These thoughts emphasized, — the direction of growth, use 
of root. 

2. Plants showing the coming of the leaf and steam, before 
the class. Observation and free expression. Comparison 
made as to number of leaves. Use of these leaves. Use of 
stem. 

3. Plant showing second pair of leaves. Comparison. 
Use. 

i^mrf.— "Graded Literature," Book i, pp. 84-85. "Liter- 
ature," Book I, pp. 79-80. 



TWIGS AND BUDS. 
Lesson I. 

Matter. — Twigs named; dcz'eloprnent. 

MetJiod. — (Pupils have been bringing in twigs for days 
before. These have been labeled and pupil's name attached 
to each. Their development has been noted daily. This song 
has been learned, "Do the Little Brown Twigs Complain?" 
Smith No. 16. Today they show their twigs and name them. 
Teacher has brought in same kind of twigs from the trees. 
The advancement of the buds of those kept in house in warm 
sunshine over those just taken from the trees is noted.) 

What has made the buds shed their coats, the wind or the 
sun? What story does that make you think of? (Have 
Aesop's "Sun and Wind" retold. See Lessons on Wind.) 



162 OUTLINES AND SUGGESTIONS 

What do you see near each bud? (Scar.) What made 
the scar? 

What are coming out of the buds? 
How long have they been in there? 
What do they eat? Drink? 
What has kept them warm? 



PUSSY WILLOW. 

Lesson L 

Matter. — Special study of pussy willow — Story. 

Method. — (Have pussy willow twigs in different stages 
of development. Give to each pupil in class. Observation 
and free expression.) These thoughts will be brought out: 
what twigs these are; where obtained; what are on twigs; 
where are the largest buds ; arrangement shown by sketching ; 
what is inside of bud. Show buds from which pussies have 
come out. What has kept these warm? What color is the 
covering? What color are the pussies? Why are they 
called "pussies?" 

Tell story by Carpenter. Children retell. Place best twigs 
in water and observe development daily. 

Lesson H. 

Matter. — Comparison by means of poems. 
Method. — Teacher say, — 

"What do you think I saw 

All bundled up in fur. 

Swinging at ease on a willow spray? 

Nine little pussies, plump and grey; 

But I could not find a sign of a claw 

Not even a tip of a velvet paw ; 

What do you think they were?" 

Children tell. Observe the grey pussies again. Do you 
suppose these pussies ever look at the real pussy and wonder 



FOB PRIMARY TEACHERS 163 

why they can't walk as she does? And do you think your 
pussy has ever wondered why these pussies are fast in a tree? 
Here is a pussy that did. Teacher say (by Kate Brown) : 

IN MARCH DAYS. 

"Two Httle pussies 

Came out one day, 
One saw the other 

Over the way." 

Lesson III. 

Matter. — Catkins: leaves. 

Method. — Have twigs with catkins. What helps the pus- 
sies to change their dress? What color? What called now? 
(Catkins.) Why? (Show twigs with leaves.) Where are 
the leaves? From what did they come? What do these pus- 
sies tell us in coming? That is their secret. 

Teacher give poem. 

TELLTALES. 

"Pussy willow has a secret that the snowdrop whispered her, 
And she purred it to the south wind while it stroked her vel- 
vet fur: 
And the south wind hummed it softly to the busy honey bees, 
And they buzzed it to the blossoms on the scarlet maple trees, 
And these dropped it to the wood brooks brimming full of 

melted snow. 
And the brooks told Robin Redbreast as they chattered to 

and fro; 
Little Robin could not keep it, so he sung it loud and clear 
To the Sleepy Fields and Meadows : 'Wake up ! cheer up ! 
spring is here !' " — Selected. 

Reading.— "Taylor," pp. 126-129. "Plant Life," pp. 8-9. 

Lesson IV. 

Matter. — Comparison of pussy willow and lilac. 

Method. — Sing "Holiday Songs," p. 71. 

Branches of lilac and pussy willow; comparison in these 
particulars : buds, color, size, arrangement, covering. Branches 
kept in water for daily observation. 



164 OUTLINES AND SUGGESTIONS 

Teacher say, — 

THE LILAC BUD. 

"A smart little bud on a lilac twig 

Whispered soft and low : 
'The sunshine is bright and the air is mild, 

So it's time 'to begin to grow. 

" 'Yes, yes, yes, — time to begin and grow ; 
The sunshine is bright and the air is mild, 
So it's time to begin to grow.' " 

Comparison of maple, cotton wood, with lilac and willow in 
same way. All facts discovered by observation. 



TWIGS AND BUDS. 
Lesson I. 

Matter. — Terminal hud. 

Method. — (Have branches with terminal bud.) Let us 
look at the arrangement of buds on this branch. Sketch to 
show this. This is the bud we will study to-day. Where is 
it? Show by sketch. This is its name. (Terminal Bud.) 
What is the work of this bud, I wonder. See what is com- 
ing out of it. (Leaves.) Then a bud is formed again, right 
on the end. What will this do to the branch? (Make it 
longer.) Next year it does the same thing. What is this 
doing for the branch? (Making leaves, making branch 
longer.) That is the work of this terminal bud. 

Bring with you for the next lesson a branch with a ter- 
minal bud. Think what its work is. 

Read. — " Story of Buds," pp. 7-15, pp. 25-28. 

Lesson IL 

Matter. — Function: how nourished. 

Method. — Show terminal bud. What is its work? Let 
us see if we can find where it hung out leaves last summer? 



FOR PRIMARY TEACHERS 165 

See these scars? What made them? What is close to the 
scar? What will come out of bud? 

These side buds make the twigs longer in this direction. 
Suppose the buds should fall off; what would the branch 
lose? 

What feeds these buds? (Sap.) Find the sap in your 
twig. Taste it. Where was it all winter? What was it 
doing? What makes it soft now? 

Sing. — Smith No. 2, pp. 32-33. 

Lesson III. 

Matter. — Coats: center. 

Method. — Let us study our twigs today. See the outside 
coat. What color? See the little white spots covering it. 
What are these? (Breathing pores.) 

Let us take off this coat. (Teacher with a pin split the 
coat on her twig, pupils watching. Pupils do the same.) 

Can you find the green coat? Now there is a third coat 
under this green one. Take off green one and find it. What 
color? Show the three coats. These three coats make the 
bark. 

Let us cut the twig across. Point out the hard wood. Point 
to the pith in the center. 

Read. — "Spring," pp. 7-8. "Story of Buds," pp. 16-19. pp. 
29-35- 



EASTER. 
Lesson L 



Matter. — Awakening of all life. 

Method. — All things have had a long rest during the winter 
season, now all are awakening and preparing to go to work 
again. 



166 OUTLINES AND SUGGESTIONS 

Name some things that are waking. (Trees, plants, but- 
terflies, toads, frogs, birds and chickens from the egg, grass, 
seeds, roots, rivers, ponds.) 

Sing. — "Wake, says the Sunshine," Merry Songs and 
Games. 

Let us watch the cocoons which we gathered last fall and 
see the life coming from them. You can find others and 
bring in. 

Today let us plant some of these seeds that we may see 
the life come from them. 

(Have a tumbler of water. Cut cotton to fit the top and 
place on the water. Scatter small seeds, as grass or canary 
seed over it. This affords the best opportunity for observing 
the roots and rootlets as well as the stem and the leaves. Fresh 
water will be required two or three times each week. 

Place a wet sponge in a deep saucer uf water 
and cover with these same small seeds. This is 
to be kept moist and should be watered e\'ery day. 
The children will enjoy caring for these and the 
privilege should be given them. The love and care given 
them will develop that phase of character far more valuable 
than the knowledge obtained from their study. 

Plant beans, corn, acorns, peas in boxes prepared for them. 
These are to be cared for daily and their growth watched and 
remarked frequently. The underlying thought of the lesson 
is that of the returning life, the awakening and the oppor- 
tunities made to follow this awakening in the school room.) 

Soon all the world will put on a new dress and look like 
a new world. Tell the story of Cinderella and let the chil- 
dren think of this as an illustration of the change coming to 
the world now. 

Read. — Cinderella, "New Era," 2nd. pp. 128-13 1. 



FOR PRIMARY TEACHERS 167 

Lesson II. 

Matter. — Meaning of Easter. 

Method. — Sing "Merry Songs and Games," p. 86. Obser- 
vation of the life awakening in the window gardens. 

We have a day to remember this awakening of the world; 
it comes next Sunday; what? (Easter.) Easter means life. 
All things are awakening and we rejoice and sing glad songs 
because this is true. 

One day las: winter we were just as glad and were doing 
and giving for our dear ones. What day was that? Whose 
birthday? Do you know that Easter was a happy day because 
Christ did something for us that day, too? Let me tell you. 
(Tell briefly the story of Christ's life, death, burial and res- 
urrection. Show pictures by Ender and Plockhurst to illus- 
trate.) 

That was the tiist Easter day. How do you think the 
whole world felt on that glad day? And so it has been since 
that day a time for rejoicing. 

Who has made it so? 

Sing. — "Merry Songs and Games." p. 67. 

Lesson III. 

Matter. — Easter Lily. 

Method. — (Show Easter Lily.) Here is a flower that be- 
longs to the Easter time. What? (Easter Lily.) (Silent 
observation and free expression.) Isn't it beautiful. What 
color is the flower? And what does the color white mean? 
See how deep it is, — and the beautiful center! Notice the 
leaf. Sketch its shape. See how the veins run. Sketch. 
Would you think tins beautiful plant could come from this? 
(Show bulb.) Think of this beautiful life in this old brown 
bulb. The beautiful butterfly comes from an old brown co- 
coon, too. 

This is what people believed of the Easter Lily. 



168 OUTLINES AND SUGGESTIONS 

God wanted to have a flower more beautiful then any other 
to tell the world Christ had risen. So he sent his angel to the 
earth with this beautiful lily just at the time that Christ had 
come forth from his sleep in the tomb. And when Christ's 
friends came to the tomb they found these lovely white flow- 
ers growing all about. What a beautiful sight. They seemed to 
say, "Christ is risen." So they were called Easter Lilies. 
Why? 

Sing. — "Smith," No. i, p. 17. 

Read. — "Taylor" p. 99. "Young Cificcn," March, 1902. 

Lksson IV. 

Matter. — Egg — Egg rolling at Washington. 

Method. — Show an egg. Why should we study this at 
Easter time? So the egg has life in it which is awakened about 
Easter time. Let us look inside of the egg and see this living 
part. (Open the egg and show the germ. ) The little 
chicken comes from that. It is hard to think that is true, isn't 
it? Show the yolk; the white; of what use to this little life 
are these ? Of what use is the shell ? 

When you see an egg, think of the life inside and think, too, 
that it will waken and come into the world. 

Will you have eggs at Easter? What will you do with 
them ? Bring one that is boiled to color here, tomorrow. This 
is what the children in Washington will do with their eggs. 
On Monday after Easter Sunday they will take their baskets of 
colored eggs and go to the lawn or park just back of the white 
house where our President lives. This park is very large and 
very slanting and covered with smooth grass. Down this 
slanting lawn they will roll their eggs. The fun is to see whose 
egg will reach the bottom without getting broken. Hundreds 
of children with their mothers and nurses are there, and what 
fun they have. 

After a time the President comes out on his porch and what 
do you think the children do? The President bows to them 



FOR PRIMARY TEACHERS 169 

and then the band plays and away they go to their homes 
again. What a jolly, glad day it has been. 
Read. — "Young Citizen," March, 1902. 

Lesson V. 

Matter. — Coloring the egg.'i — Legend of the rabbit. 

Method. — What fun you will have coloring your eggs on 
Easter. Let us color one today. Here is the recipe. You 
will read it and do as it says : 

1. Light the lamp. 

2. Put some water in pan and put it over the lamp. 

3. Put dye powder into an old teacup. 

4. Fill half full with boiling water. 

5. Stir until powder dissolves. 

6. Dip the egg. 

7. Take out when it is the right color. 

Long ago people thought that the rabbit brought these 
colored eggs at Easter. Tell legend. Children reproduce. 

So when you see a rabbit with the Easter emblems, will 
you know why he is there? 

Lesson VI. 

Matter. — "Thorzvaldsen':: Day." 

Method. — (Sing, "Wake. Says the Sunshine." The Little 
Flowers.) What a happy time this is for every one. Why? 
(All things are waking.) 

An artist has tried to tell us of the joyous wakening of 
life. Here is the relief. (Show "Day." Silent contempla- 
tion and free expression.) What is it we see? (Angel and 
baby flying. Angel scattering flowers; baby holding torch.) 
What do their faces say? In all of these ways the artist is 
telling us that "Spring is coming. Rejoice, rejoice. All 
things are comng to life ag-ain. Be happy; be glad. See how 
the baby waves his torch and says, "Be glad." 



170 OUTLINES AND SUGGESTIONS 

(Show "Night.") 

Do you remember this picture? When did we study it? 
What does it express? What is it called? What would be 
a suitable name for this? (Pointing to "Day.") That is what 
Thorwaldsen called it. Do you think these look beautiful 
together? Thorwaldsen intended them to be hung together, 
and so they are companion pieces. 

Which do you like better? 

What kind of lines make them both beautiful? 

What do you remember of Thorwaldsen? (Teacher be 
ready to bring out facts in his life.) 



LESSON ON RAPHAEL. 
General Lesson for March 28. 

Matter. — Life of Raphael obtained from study of "Madonna 
of the Chair," and "Sistine," and from portrait of Raphael — 
"Child of Urbino" by De La Ramec. 

Method. — Show "Madonna of Chair," and "Sistine." Can 
you tell from these two pictures what kind of a man the 
artist Raphael must have been? What must his thoughts 
have been much of the time? What kind of a face do you 
think he would have? Here is his portrait. (Pass picture.) 
(Silent study.) This is what some one has said about it, — 

"His heavenly face, a mirror of his mind." (Write.) That 
means that his mind was filled with heavenly thoughts and 
that these thoughts shone out in his face and eyes. 

What a sweet, gentle, lovable man he was. Every one 
loved him, not only people, but even the animals constantly 
followed his footsteps. He looks, too, as if he knew he could 
do his work well. See how he holds his head. See the con- 
fidence in his eyes. What a hard worker he was. He painted 
many, many pictures and yet he was only T^y years old when 
he died. 



FOR PBIMARY TEACHERS 171 

What kind of a boy to have become such a man? Even 
when a boy his face had a heavenly, spiritual beauty. He 
was nine years old when Columbus discovered America. 
What year was that? What country was Columbus' country? 
This was Raphael's also. Journey there. If we could have 
seen Raphael in those days we would have seen a pretty, 
happy boy with great hazel eyes and golden hair. Often- 
times the angels painted by his father were pictures of 
Raphael. Every hour of his life was spent with artists, and 
he loved his paints and brushes more than any playthings or 
anything he possessed. 

Tell briefly the story by De La Ramee. 

Why do we talk of Raphael this month? His birthday is 
March 28th. What day is that? 



172 OUTLINES AND SUOOESTIONS 



APRIL, MAY AND JUNE. 

OPENING FOR MONTH OF APRIL. 

Another new month. What? Here is the new Hne for 
our poem. Teacher write, "But tearful April makes no 
sound." 

What kind of month was March? 

What kind is April? 

People say she doesn't know whether to laugh or to cry, — 
that she has a "smile on her lip and a tear in her eye." What 
does that mean? 

Let us keep the record this month of the days on which we 
have rain and see whether it is true that she is a rainy month. 
(Have calendar on board. Each day on which rain falls, indi- 
cate on calendar in some manner, either by grey clouds, drops 
of rain, or simply the word "rain." At close of the month 
verify the statement that April is a month of showers.) 

Of what use are these showers? Teacher write. "April 
showers bring May flowers." Who will be the first to see 
these April flowers and bring them in for us to see? Each 
new one that you find, bring for the rest of us to enjoy also. 

APRIL NO. 2. 

(Have on board.) 

"Good morning, sweet April 

So winsome and shy 
With a smile on your lip 

And a tear in your eye." 

What is the tear that is in April's eye? 
What will it do to all of the plant life? 
Sing. — "To the great brown house," "Smith," No. i, p. 88. 



FOR PRIMA R Y TEA CHERS 173 

So April is calling to the spring flowers. Name some. So 
we say, — (Teacher write and say) : 

"There are pretty hepaticas 

Hid in your hair 
And bonny blue violets 

Clustering there." 

Teacher say all. 

This month you are watching for these flowers. 
Sing. — "Smith No. 2," p. 105. 



ROBIN. 
Lesson I. 



Matter. — Habits — Cheerful, industrious, social, devotion to 
young — Song, zvhen given, what it says, which bird sings — 
Sing song. 

Method. — (Reports have been made daily of the birds and 
plants seen, and of any new signs of spring. This song has 
been learned, — "I'm a Robin," "Merry Songs and Games," p. 
92. Sing the song. ) 

Do you love the robin? Why? (Busy, happy, fearless, 
comes back to us very early, so social.) Which comes first, 
male or female? What is he doing these days? What time 
of day does he do most of his singing? (Cold days in after- 
noon, but when weather is warm, in early morning.) Do 
both birds sing? What does his song say to you? 

Sing. — "What does Robin Red Breast Say?" "Merry 
Songs and Games," No. 64, verse 4. 

Besides making us happy with his song, Robin is a very 
useful bird. Think of the food that he likes best, and that will 
tell you what he does for us. How many grubs and w^orms 
do you suppose he eats in a day ? And then those little babies 
want so much. Each day they eat animal food equal to their 



174 OUTLINES AND SUGGESTIONS 

own weight. How industrious Father and Mother Robin 
must be to find food for such hungry mouths. 

Watch to see what he is doing each day. 

So he sings, "I'm a Robin," etc. 

Lesson II. 

Matter. — Nest. 
Method. — 

"Listen in the April rain 
Brother Robin's here again. 
Songs hke showers come and go 
He is house building, I know." 

— Mrs. Anderson. 

(This verse is on board. Teacher say it.) 

Where is he housebuilding? (Free expression from pupils; 
observation.) Where do they like best to build? Why? 
Here is an old nest. Let us see of what it is made. (Twigs, 
leaves, grass, string, plastered with mud.) Do you think it 
beautiful? What tools did the robin use in building? (Bill, 
feet, shaped with breast.) Who taught them how to make it? 
Could you do as well? 

(Write and say,) 

How do robins build their nest? etc. "Spring," p. 62. 

Lesson III. 

Matter. — Bgg. 

Method. — After the nest is made, then the little eggs are 
laid by the mother bird. How many? (From four to six.) 

What color? (Greenish blue called robin's egg blue.) Show 
specimens or picture. See "Birds," Vol. 3, p. 234. Have clay 
eggs colored if you cannot have the real tgg or the picture.) 
What is inside of the egg} (Recall Easter lessons on egg. 
The thought of the life emphasized.) So the egg is really a 
little cradle for the bird. 



FOR PRIMARY TEA CHERS 175 

Teacher say, — 

A SECRET. 

"I know of a cradle, so wee and so blue, 

Where a baby is sleeping this morning — do you? 

"I think he is dreaming the dearest of things — 
Of songs, and of sunshine, of tiny brown wings. 

"I'll tell you a secret — don't tell where you heard, — 
The cradle's an egg — and the baby's a bird!" 

Lesson IV. 

Matter. — Care of young birds. 

Method. — Verses of previous lesson repeated. How long 
will mother-bird sit on these eggs? What does father robin 
do? 

Sing. — "In a tree just where 'tis best," from "Smith No. i," 
p. 56. 

Then comes the real work for both parents. What? (To 
feed these hungry, growing birds; to keep them warm; to 
teach them to fly; to teach them to sing.) 

What do they feed them? How much does one bird eat? 
How does the parent know where to find a worm? How- 
does he get it? How do the old birds teach the birdies to 
fly? How do they teach the birdies to sing? How can you 
tell the young birds from the old? (Size, color, movements.) 

Sing. — "Gaynor," p. 10. 

Lesson V. 

Matter. — Special study of the bird. 

Method. — (Have a mounted specimen.) Let us study the 
robin closely to-day. Let us see the colors on him first. What 
colors on breast? (Dull brick red, chestnut brown on under 
part.) On back? (Dark grey.) On head? (Black.) Tail? 
(Black, tipped with white.) Wings? (Dark brown.) Bill? 
(Yellow.) Throat? (White.) Legs and feet? (Almost 
black.) How do the colors of the female dififer from those 



176 OUTLINES AND SUGGESTIONS 

of the male? Why is it better that she have dull colors? Put 
the robin on nest; how do her colors and nest correspond? 
Why is this best? 
Sing,— 

Once there was a little birdie 

Sitting in a shady tree 
And this song sang little birdie, 

"God is good — He cares for me." 

Lesson VI. 

Matter. — Special study of bird, continued. 

Method. — How does the robin keep these feathers clean? 
(Uses bill for comb, presses out oil from oil glands at base 
of tail, and combs and preens his feathers by drawing them 
through the oily bill until they are smooth and glossy.) 

Observe the long slender bill. See the curve at the end. 
Sketch. Why is this shape the best? (Just the thing for 
poking into a worm's burrow and for holding on to the worm.) 

Observe legs and feet. Compare length of legs with feet. 
Do legs look strong? How many toes on each foot? How 
placed? Sketch. He is a percher. Where does he sleep at 
night? Why doesn't he fall off the perch? 

Read. — "Spring," pp. 56-58; pp. 63-66. "Literature. Book 
I," pp. 90-91. 

Lesson VH. 

Matter. — How the Robin got his red breast. 
Method. — What color is robin's breast? This is the way it 
is said he got his red breast. 

Tell story from "Spring," pp. 59-61. 

Children reproduce. 

Read. — "Spring," pp. 59-61. 



FOR PRIMARY TEACHERS 111 

ARBOR DAY. 

Lesson I. 

"The primary teacher should explain and make clear to 
the children by every familiar and ingenious device at her 
command, the following facts : 

"Forests affect the climate of a country. They prevent ex- 
tremes of heat and cold. 

"More rain falls every year in forests than in open field. 
A part of this rain is caught by the leaves and held; then it 
drops down gradually to the earth. This is better for the 
soil than if it all fell upon the earth at once. 

"The carpet of leaves in the forests makes the earth under 
it like a sponge. This takes up the rains and melting snows 
and holds them and lets the moisture down into the soil, little 
by little. This spongy leaf-mould keeps the earth under it 
from freezing so hard, and so it can take up the rain better. 

"Old limbs and trunks of trees and big roots that stand out 
on the surface stop the water that comes pouring down the 
hill-side and it slozdy fills the springs and rivers. 

"Trees make the air purer. The leaves take the impure air 
which we breathe out. They make it over in their little cells 
and give it back to us pure. 

"Trees give out moisture, etc., etc." — Special Days. 

HISTORY OF ARBOR DAY. 

One of the earliest advocates of tree-planting in the United 
States was Hon. G. P. Marsh. 

When the Central Pacific Railroad was constructed thou- 
sands of trees were set out along its pathway. The custom 
of devoting one day annually to the planting of trees origin- 
ated in the far West. 

Hon. J. Sterling Morton urged the necessity for tree-plant- 
ing. 

Arbor Day was first celebrated as a holiday among the 
schools of Nebraska on April lo, 1872. Kansas next observed 



178 OUTLINES AND SUGGESTIONS 

the day, and other states soon followed. The planting of 
thousands of acres of new forests on the prairies of the West- 
ern states is the result of this holiday. In the spring of 1882 
the schools of Cincinnati celebrated an Arbor Day. 

In New York, on May 3, 1889, there was a general ob- 
servance of the day throughout the state. 

Today nearly every state in the union celebrates Arbor 
Day, and the celebration promises to be as popular as the 
old May Day in England. — Selected. 



BIRDS AND BIRD DAY. 
Lesson I. 

The following quotations will suggest the line of thought 
that is to be carried out by the teacher's words and attitude in 
the study of birds and in the observance of Bird Day : 

The introduction of Bird Day into the schools is of more 
recent origin, but it is a happy innovation both for the chil- 
dren and for the birds. The children need the birds and the 
birds need the protection of these same little children when 
they grow up to be men and women. It is well for the 
children to awaken to the fact that our birds are growing 
less and less in numbers every year, and that they must all 
turn bird guardians to keep the world full of bird life and 
bird music. — Special Days. 

HAST THOU? 

Hast thou named all the birds without a gun ? — Emerson. 

THE ECHO IN THE HEART. 

"It's little I can tell 

About the birds in books ; 
And yet I know them well, 

By their music and their looks." 

— Selected. 



FOB PBIMARY TEACHERS 179 

THE CHILD OP GALILEE. 

"I think that song and sunshine made Him glad, 
As they do us, that quickly He grew sad 
At sight of some poor bird with broken wing, 
And if its song was hushed, He ceased to sing." 

— Selected. 

You must have the bird in your heart before you can find it 
in the bush. — Burroughs. 

The song-birds might all have been hatched or brooded in 

the human heart. — Burroughs. 

BIRD NOTES. 

To know the name of a bird is of comparatively little value ; 
but to love birds and to form habits of observation sufficiently 
to watch carefully every bird is worth as much as any branch 
of study. No training of the ear is better than that which 
comes from listening to the songs of birds ; no training in color 
knowledge is better than discrimination of their hues and 
tints; no better form study than appreciation of their shape; 
no better discipline in the study of motion than in the study 
of their hopping, pecking, and flying. — Special Days. 

Birds have their place in nature study. They are little mes- 
sengers sent direct from the Infinite Heart. They humanize 
as even plant life cannot. They interest, they soften, they thrill, 
they win — they are alive. The marvelous adaptation of form, 
feather, beak and claw to their daily needs points unerringly to 
a Divine Fatherhood, if the teacher will show the way. The 
time when a bird may be expected during the migration, is a 
point worthy of particular attention. Many wild guesses may 
be avoided by simply noticing the dates when a bird has been 
known to arrive in any given locality from year to year. 

Never chase birds. Have patience, stand still a great deal, 
and use your common sense all the time. Keep the sun at 
your back, otherwise colors will deceive you. 

If you cannot go birding alone, take along as few friends as 
possible, because birds are suspicious of human beings in 



180 OUTLINES AND SUGGESTIONS 

flocks, especially when they talk much. 

Do not make yourself believe that you see a certain bird 
because it has been reported by others. Do your own looking 
and listening and do it well. — Special Days. 

Poems. — Lovejoy's "Nature in Verse," pp. 83-84. 



FROGS AND TOADS. 
Lesson I. 

(An excursion to the pond where can be seen the eggs of 
the frog and the toad.) They will be seen in shallow water 
attached to vegetable matter of some kind, the toad's eggs in 
long strings, and the frog's in a jelly-like mass. Take some of 
each to the school in glass jars. Make the conditions as natural 
as possible. Place in shallow pans. Have the bottom covered 
with sand and gravel ; plant some water plants. Have a 
stone or two project from the water for resting places for 
the growing tadpole. Feed it raw fish or meat or bread. 

Special study of eggs. 

How arranged; size, color; shape. 

Use of each part. 

Daily observation and changes noted. 

Changes — Eggs grow longer; in about two weeks the ap- 
peara,nce is that of a fish; feathery tuft or gills for breathing 
on each side of neck; jelly mass disappears and tadpoles are 
swimming about, appearance of eyes, nostrils, mouth, front 
legs disappear; lungs take the place of the gills, hind legs 
appear; tail broadens and becomes hind part of body. Full 
grown toad prefers the land to water. 

COMPARISON OF FROG AND TOAD. 

Appearance; habits; home; head; eyes; teeth; tongue; feet; 
how change dress ; number of eggs ; food ; use to man ; music ; 
hibernation. 



FOR PBIMABY TEACHERS 181 

Songs. — "Gaynor," pp. 104, 114. "Merry Songs and 
Games," p. 140. 

Poems. — Lovejoy's "Nature in Verse," p. 43, 221. 



FROEBEL. 
Le;sson I. 



(Show picture of Froebel.) Whose? (Friedrich Froebel.) 
Why study this today? (Birthday.) Why study of him? 
Think of these things we do at school and tell me whether you 
like them, — games, cutting, modeling, watercolors, sewing, 
weaving — do you like these? Then you know why we study 
of Froebel, for he it was who brought all of these things to 
the schoolwork. Many years ago when Froebel went to 
school, the children could do none of these things. Thev 
could do nothing but study from a book and that book had 
no pictures. Then the children would sit all day long on a 
hard bench studying a hard lesson from the book. Can you 
see them? They must study all the time or the teacher 
will be severe and punish them. Would you like such a school, 
with no chance to move about or use your hands? Froebel 
did not like it either, and he determined when he became a 
man to make a school where the children could work and 
play and use their hands in modeling and sewing and cutting 
and writing and so be happy in their work. Do you thiuK 
he ever had such a school ? He called it a kindergarten. That 
means a garden where children may grow and be happy as 
plants. Froebel died many years ago, yet his school is still 
living. If you love your school today, you will now know 
whom to thank for bringing these pleasant things into it. 
Whom? 

Teacher sing, "Smith" Part II, pp. iio-iii. 



182 OUTLINES AND SUGGESTIONS 

Lesson II. 

(Teacher write Friedrich Froebel.) Show his picture. 

Why do we love him ? ( Sing- song. ) 

One hundred and twenty years ago he was born. His home 
was in Germany. (Tell story as found in "Mother's Port- 
folio.") 

(Finish in this way.) When you visit in Germany you will 
go to see his monument which was placed there by the chil- 
dren whom he loved so well. This is the way it looks. Show 
model of sphere, cylinder and cube with inscription. Name 
each form. Why were these used? Let us model them 
today. 

Other songs. — "Holiday Songs," p. 30. "Kindergarten 
Chimes," pp. 72-73. "Kindergarten Chimes," pp. 44-45. 

Reading. — "Young Citizen," April, 1902. 



MAY. 

Lesson I. 

Sing. — "All the Birds and Bees." "Merry Songs and 
Games," p. 81. 

What does the month of May bring to us ? ( Flowers, baby 
birds, bees. Bird Day, Memorial Day, May Day, the May 
Pole and May Baskets.) 

Teacher write, — 

"May brings a pole with flowers crowned." 

This is the new line for our poem. Let us say the poem 
from the beginning. 

Name the spring months, and tell what each one brings. 
But this is "lovely May." 

Lesson II. 

Show picture of Mercury. Recall story as told in lessons orr 
clouds. Why do we think of this today? Because our new 



FOB PRIMARY TEACHERS 183 

month, Alay, is lamed after this "Little Mischief's" mother. 
Her name was Maia and we have taken her name for our 
month. 

What kind of month does the song call it? 

Sing. 

Say the line of the poem. 

Sing. — "Merry Songs and Games," p. 82. 

Read. — "Round the Year," p. 33. 



DANDELION. 
Lesson L 

Matter. — Study of plant in natural surroundings. 
Method. — This written on board. Teacher say, 

"Dear common flower that grows beside the way. 
Fringing the dusty way with harmless gold; 
First pledge of blithesome May, 
Which children pluck, and, full of pride, uphold." 

What flower can this be? Here it is. Do you love it? 
Why? When can we see some? Let us go out to enjoy them 
today. (The plant will be studied in the natural surroundings, 
following the outline for plants and animals. ) 

1. Striking characteristic which is its beautv. The yel- 
low head, green leaves in the form of a rosette as a back- 
ground. 

2. Its neighbors. 

3. The soil. 

4. Uses. (Makes the world more beautiful ; leaves used for 
greens ; but people do not want them in their homes. Why ? 

5. Take up an entire plant. Notice the length of root. The 

hole that it leaves in the ground. (Each pupil asked to bring 
a plant for study the next day.) 



184 OUTLINES AND SUGGESTIONS 

Lesson II. 

Ma iter. — flower. 

Method. — Each pnpil has brought tlie dandehon plant show- 
ing root, stems, leaves, flowers. 
This on the board. Teacher say : 

"There's a dandy little fellow 
Who dresses all in yellow, 
In yellow with an overcoat of green, 
With his hair all crisp and curly 
In the spring time bright and early ' 

A tripping o'er the meadows he is seen.'" 

You have him with you today. Where did you find him? 
How common he is. Teacher say poem (Lesson I). Yet once 
there were none in this country. His first home was in 
Europe. Who came from Europe? (The Pilgrims, Col- 
umbus, etc.) How might he have carried the seed? Show me 
the rosette of leaves. How beautiful it is. What color is the 
flower? Find "the overcoat of green." What use? (Close 
over flower when sun is hot.) 

This flower is really a bouquet of flowers for there are many 
small flowers in this one. Here is one. Find one. Count 
them. Which bloom first, those on the outer edge or the inner 
part ? ( When other flowers have been studied so that the parts 
can be found and named, let them find them on the dandelion. 

Who love these flowers as well as you? (Insects.) What 
do they get from flowers? Do you suppose they are glad the 
dandelion is a whole bouquet instead of one flower? 

What do these flowers do at night? When do they open 
again? What do you think of the stem? Color? What 
shape? Why hollow? Color and taste of sap? Which is 
longer, the old or young stem? Why is it well for the old 
flower to have long stem ? ( Wind can get at the seeds. ) Best 
plants placed in water for next time. 



FOR PRIMARY TEA CHERS 185 

Lesson Hi. 

Matter. — Leaf — Root. 

Method. — How beautiful the leaf of the dandehon is? 
Why? (Color, indentation, margin, shape.) Notice the edge 
of the leaf. What looks like teeth? Some people thought the 
dandelion got its name from this toothed edge, for its name 
means "lion tooth." Which way do the teeth point? Sketch 
the teeth. Notice how the leaves grow from the stalk. What 
other plants grow in the same way? (Plantain.) 

What do the leaves do for the plant ? 

What use is the root to the plant? (Take up food; stores 
up some food for it; holds it in the earth.) We use the root 
sometirnes for medicine. 

What color is the dandelion when it has grown old? Bring 
one tomorrow. 

Sing. — "Gaynor," p. 79. 

Lesson IV. 

Matter. — Matured dandelion. 

Method. — Sing "Gaynor," p. 79. 

Here is a riddle (see below) : Teacher'say. Show the pretty 
hair turned white. What look like? Examine carefully. 
What is each one? How scattered? Let us scatter them now. 
(See below.) See the part that is left. What look like ? Can 
you make curls of the stem? Try. 

Teacher Sing — "There was a pretty dandelion," Miscel- 
laneous Song Book. .^ 

A RIDDLE. 

"When she's young she's tall and slender, 
Any faint young breeze could bend her. 
She grows stout as she grows old, 
And her hair is sunny gold. 
As the days pass out of sight, 
Lo! her hair turns snowy white. 
Then the children in their play 
Wish — and blow her quite away. 
Guess her name ? You're 'tired trying,' 
Why, her name is Dandelion." 



186 OUTLINES AND SUGGESTIONS 

Lesson V. 

Matter. — Legend of the dandelion. 

Method. — Sing song of dandelion. 

Tell legend of dandelion given in "Spring," pp. 52-53. 

Read. — "Spring," pp. 52-53 ; "Plant Life," pp. 22-27 ! 
"Spring," pp. 49-51. 

Handwork. — Water color sketch of entire plant. Water 
color sketch of flowers. Sew leaf in outline. Model root. 



SPRING BEAUTY. 
Lesson L 

Matter. — The spring beauty — Its scientific name — A}i In- 
dian legend. 

Method. — Have the plant in a dish in the room. Teacher 
take one up in her hand. What is this ? ( Spring Beauty. ) 

Who lived in our country a long, long time ago? The In- 
dians have handed down to us a pretty legend about the Spring 
Beauty. Tell story as found in "Stories of Indian Children." 

Who do you think this young man was ? Who was the old 
man? Spring smiled upon the old man and the warmth of his 
smile thawed the stony heart of Winter. Tears flowed from 
his eyes as the sun rose higher and higher in the sky. He 
seemed to sink slowly out of sight until at last nothing was 
left upon the hearth except the Spring Beauty. It is sometimes 
called the child of the snow. This is the way Longfellow tells 
it. (Teacher reads from "The White Man's Foot.") Where 
is the Spring Beauty to be found? (Woods, meadows, etc.) 
In what kind of soil found? (Rich, damp.) What color is it? 
Find some and bring to class tomorrow to study. 



FOR PRIMARY TEACHERS 187 

Lesson II. 

Matter. — Leaves, Hoivcrs, roots, etc — Poem. 

Method. — Children tell where found and in what kind of 
soil, etc. Let each child have an entire plant and describe. 
Look at its leaves. How arranged? (Free expression. If 
they do not give it correctly. Teacher show the arrangement. 
How long are they? (Two to four inches.) Sketch the leaf. 
What shape is the flower? (Bell shaped.) What color? 
Look on the petals and see the deep pink lines. These lines are 
there to show the bee where to find the honey which is in the 
flower. Notice how the little bonnets hang down. Let us look 
at the roots. What do they look like? (Potato.) Now put 
your flowers in dark part of room and see what they will do. 
(Close.) How like the month of April this flower is. They 
are as fickle as the sun himself on an April day. 

Follow the same general plan for these flowers : Violet, 
Hepatica, Dutchman's Breeches. 

Reading.— ''S\yrmg;' pp. 34, 37, 40, 41. 

Songs. — "Gaynor," p. 80. 



JACK-IN-THE-PULPIT. 
Lesson I. 

Matter. — General appearance — Where found — Study of 
flower. 

Method. — (Have as many fiovvers as possible.) Where did 
you find this flower? What kind of soil? In sun or shade? 
What were some of its neighbors ? What use is it to us ? Why 
do you like it so much ? Why the flower ? ( Free expression. ) 
Show me Jack. Where is his pulpit? What is he doing? 
Poem, "Lovejoy's Nature in Verse," p. 44. 

See the part over Jack's head. That is the canopy. 

Long ago there was a canopy like this over the pulpit in 
churches so the minister's voice would be sent out farther into 
the church. What color is the canopy? The pulpit? Jack? 



188 OUTLINES AND SUGGESTIONS 

Lesson II. 

Matter. — Seeds — Stern and leaves. 

Method. — Let us examine this flower and see what is at 
Jack's feet. (Teacher open; show seeds.) See if you can find 
yours. Of what use are these? (Make new flowers.) 

What do you think of these stems? (Free expression 
directed to length of stem, color and use. ) 

Look at leaves. Of how many simple leaves is the flower 
composed ? Would you like to know why this leaf is so large 
and divided ? Does the plant grow in sun or shade ? So this 
plant must have much leaf surface to make food for it. Then 
the leaf is divided so that the sun can get at all parts. (Child- 
ren retell.) Look at the veins. Where can they be seen? 
Sketch leaf. 

Lesson III. 

Matter. — Study of root. 

Method. — Look at this root. What do you think of it? 
How does it differ from the dandelion root ? This kind of root 
is called a hulh. Uses. 



ORIOLE. 
Lesson I. 



'^ 



Matter. — Special study of the oriole. 

Method. — (A visit has been made to the trees where the 
orioles are nesting. Bird has been observed and song enjoyed.) 
Stuffed specimen before class. ( Free expression of his beauty, 
color and name.) He is as beautiful as his song. I think he 
is singing. (Teacher sing, "I'm an Oriole," "Merry Songs and 
Games," p. 92.) Here is his nest, (Pupils examine closely,) 
Of what made? What shape? Like what? How made? 
Who does the weaving? (Mother bird, the male only collects 



FOB PRIMABY TEACHEBS 189 

the materials.) How long does it take her to weave it? 
(About a week.) Here is a story of what two orioles did 
when they were building. 

Teacher tell, "What Two Oric^les Did," by Bertha White. 

(Teacher sing, "Merry Songs and Games," p. 39.) 

How many eggs? (Five.) What colors? (White with 
blotches of black and brown. ) 

When the litte ones come the parents are so busy, and even 
after the birdies have left the nest, they sit around and cry until 
the parents bring them food. 



MEADOW-LARK. 
Lesson L 

Matter. — Habits cheerful, industrious, social — Migration — 
Song — When given — Hozv it sounds — Which bird sings. 

Method. — Children tell when they heard first meadow-lark. 
When first was seen ? 

This poem on board : 

"From the first bare clod in the bare cold spring. 
From the last bare clod when fall winds sting, 
The farm boy hears his brave song ring, 
And work for him is a pleasant thing." 

Teacher recite it. 

Do you love the meadow-lark? Why? (Busy, happy, 
timid, yet friendly, and the clear thrilling song.) 

Which comes first, male or female? What does he do until 
it gets warmer ? What does his song say to you ? 

Besides making us happier by his song, what else does 
he do for us? Think of his food and that will tell you. What 
does he eat. (Insects, grain, seeds.) 

Let us go to the field and listen to his song. Perhaps we 
can learn more of him. 



190 OUTLINES AND SUGGESTIONS 

Lesson II. 

Matter. — Special study of the bird — Color, bill, legs and feet. 

Method. — Have mounted specimen. Let ns study the 
meadow-lark closely today. Let us look at his colors first. 
What color on his breast? (Yellow.) Back? (Brown and 
white.) Collar? (Black.) Tail? Bill? Feet? How does the 
female's color differ from male's? (Duller.) How do her 
colors and the grass in which she builds her nest correspond? 
Why is this best? 

How do they keep their feathers clean? (Review what was 
taught of Robin.) Notice bill. Run to board and sketch. 
Why not like the robin ? ( Shape best adapted to catch insects. ) 
Look at his legs and feet. Color. How many toes on each 
foot. Compare with robin's. Why stronger? (Walks.) 
Compare wings. What shall we decide? (Robin is graceful 
flyer, while meadow-lark is better walker.) Why? (Think 
of where each builds.) Tell story of "Farmer and Lark." 

Lesson III. 

Matter. — Nest — Where? — Material — Tools he uses in build- 
ing — Bggs — Color, si:se, number — Period of incubation — Re- 
view poem of Lesson i. 

Method. — Have an old nest if possible. Free expression 
from pupils. Observation of nest. Where do they like best 
to build? (Field or meadow.) Why? (Timid.) What kind 
of a spot does he choose? (Hollow place.) Why? (Builds 
cover.) Let us see of what the nest is made. (Dry grasses.) 
How built? What tools does he use? Who taught them how 
to make it? 

After nest is finished, eggs are laid by mother bird. How 
many? (Two to six.) Color? (White ground spotted with 
brown.) Show specimen or picture. What is inside the egg"? 
Recall Easter lesson. Thought of life. So the ^gg is really 
a little cradle for the bird. 



FOR PRIMARY TEACHERS 191 

Teacher say^ — 

"A baby is dreaming of dearest of things, 
Of songs and of sunshine, of tiny brown wings, 
I'll tell yon a secret. 
Don't tell where you heard; 
The cradle's an egg — 
And the baby's a bird." 

How long before the baby birds will hatch ? (Three weeks. ) 
What will Mother Meadow Lark do all this time? What 
does the Father bird do? 

Then comes the real work for both parent birds. What? 
How do they teach them to fly? How to sing? How can 
you tell the young bird from the old? (Size, color, move- 
ments.) 

When you go home today look for the meadow-lark. 

Songs for May and June. — "Merry Songs and Games," pp. 
38, 39, 72, 74, 94, 156. 



APPLE BLOSSOMS. 
Lesson L 

Matter. — Apple blossoms — Ont doors, zisit a tree ivell filled 
zvith blossoms — General appearance of tree, beauty — Home for 
the birds; notice the bees. 

Method. — Teacher say, — 

"Apple blossoms budding, blowing 
In the soft May air : 
Cups with sunshine overflowing. 
Flakes of fragrance, drifting, snowing, 
Showering everywhere." 

Do vou love them? Why? T wonder where we can find 
some. Let us go out and enjoy them today. (Free conversa- 
tion from the children at first.) What birds do we find? 
What are the bees getting? The blossoms nearly hide the 
leaves. How do they grow? (In bunches.) Use. (Makes 



192 OUTLINES AND SUGGESTIONS 

the world more beautihil, furnishes honey for the bees.) We 
might call the apple blossoms the ''Fairy Promises." Why? 
Poem. — "Nature in Verse," p. 54. 

Lesson IT. 

Matter. — Special study of the apple blossoui. 

Method. — What beautiful little blossoms are we going to 
talk about today? What color? Let us count the petals. 
The five petals are called the corolla. See the green cup. ^^'e 
call the little cup that holds the corolla, the calyx. Let us see 
how many sepals in the calyx. (Sketch the flower.) What 
will it become? (Apple.) How long does it take it to 
change into an apple? See the stamens and pistils. Brush 
your hand across the stamens. What comes off on your hand? 
This powder is crlled pollen. L^se. How distributed. (Wind 
and bees.) 

Pin this blossom on your shoulder and wear it todav. 

ORIGIN OF MEMORIAL DAY. 

General John Murray was the originator of Memorial Day 
in the North. While visiting in the South in the winter of 
i867-'68, he noticed the touching rite of decorating soldiers' 
graves with flowers, by the ladies. Being \-ery much impressed 
with this custom, he instituted a similar one at his home. 

On the 5th of May, 1868. General John A. Logan, who was 
then Commander-in-Chief of the Grand Army of the Republic, 
established Decoration Day. and by a general order. May 30. 
1868, was designated as a day set apart for the purpose of 
paying tribute to the memory of those brave men who died 
in defense of our country. The National Encampment held 
in Washington, had it incorporated in its rules and regula- 
tions, May II, 1870. 

Since then, in many of the states. May 30th has been estab- 
lished as a legal holiday, and it is the universal custom to 
decorate the graves of all ex-soldiers, thus making it one of the 
most patriotic days of the year, wherein all classes unite, in 



FOB PRIMARY TEACHERS 193 

paying honor to our heroic dead, and thus showing respect for 
their memory and the cause for which they fought. 

In all ages and among all people, the memory of the dead 
has been revered. It is the Nation that commemorates this 
day. All over the broad land fresh flowers, earth's grateful 
gift, are scattered as a thankful tribute to the memory of our 
dead. Memorial Day will forever find a place in our national 
life. The lesson which it teaches above all others, is, that no 
matter what difficulties may arise, the patriotism of this Repub- 
lic will be able to surmount them. No matter what dangers 
may threaten our institutions, there will always be American 
patriots to solve every question and surmount every difficulty. 
The safety of our Republic is to be found in the intelligence 
and patriotism of the common people, and upon this we can 
rely for protection in every emergency. 

Memorial Day further teaches the noble lesson of self sac- 
rifice and human devotion. No sooner had the smoke lifted 
from southern battlefields, no sooner had the rivers that had 
run red with blood once more resumed their course clear and 
sparkling to the sea, and the South was seen humbled and 
defeated, lying in ruins, her cities in waste, than the men 
of the North turned with charity and brotherly love to the 
aid of the men whom they had fought. 

Hallowed forever, are the memories of the dead who died 
for their country. All noisy parade and showy celebration of 
the day by the children of our schools is out of place. Elabor- 
ate programs adapted to other patriotic occasions are not ap- 
propriate at a time when we should have each young heart 
softened by a tender sentiment that subdues while it enkindles 
patriotic devotion. 

It is a day to create and cherish a spirit of loving brother- 
hood, a reverent memory for heroic struggle; a day to make 
our children truer, tenderer, and more patriotic little citizens. 

Let us keep this purpose in view in our preparation for 
Memorial Day. — State Supt. Richard C. Barrett in Special 
Days. 



194 OUTLINES AND SUGGESTIONS 



LESSONS TO BE GIVEN AT ANY TIME WHEN THE 
OCCASION IS FITTING. 

Rain, dew, hail, snow, frost, earthworms. 

RAIN. 

Observe sky before the rain. Where clouds come from? 
Where rain comes from? How made? Where is it going-? 
(Over the ground, into the ground, into the air.) 

What is it doing? (Carry and wearing the ground, water- 
ing plants, making air pleasant for all life.) 

"You dear little drops of rain. 
Falling so softly around, 
I wonder what good you do 
By covering all the ground." 

"Dear children." the little drops said. 
"We have our work to do, 
By watering the roots and leaves 
We make all things fresh and new." 

Songs. — "Gaynor," p. 46. "Smith No. 2," pp. T,y, 74, 75. 76. 

Poems. — "Lovejoy's Nature in Verse," pp. 18, 20, 31, 32, 
120. 

Indian Myth. — "Stories of Red Children," by Brooks, pp. 
109-124. 

SIGNS OF RAIN. 

Bees do not go far from home. "A bee is never caught in 
a shower." Work early in morning when weather is unset- 
tled; enter hives just before a rain. 

Ants close anthole. When they go to higher ground, sign of 
heavy rains. 

When spiders continue work during a rain, it indicates a 
short shower only. 

Crickets make a loud noise before a rain. 

Songs. — "Primer," p. 36. 



FOB PRIMARY TEACHERS 195 

SNOW. 

Observe sky before snow falls. Watch the snow falling. 
How? (Some slowly, some rolling and tumbling, but no 
sound is made.) Catch some on dark cloth and see the differ- 
ent forms. 

Teacher say, — 

''Float, float, float, 
And dance, dance, dance, 
The beautiful snow comes down. 
Float, float, float. 
And dance, dance, dance. 
And the white flakes make no sound." 

Where it falls. (Ground, trees, grass, water.) 
Sing. — "Merry Songs and Games," p. 104. 
Uses. — To plant life; to animal life; to man. 
Sing. — 

"You dear little flakes of snow, 
Falling so softly around; 
I wonder what good you do 
By covering all the ground. 

"Dear chil.dren," the little flakes said. 
"We have our work to do. 

By covering the roots and seeds 

We keep them the winter through." 

What becomes of the snow? 

From observation. (Nearly all comes to the ground but 
runs off.) Why? Which direction does it run? Does the 
water tell us where the lowest ground is found? This intro- 
duces to "slopes.") 

Songs. — "Gaynor," p. 71. "Smith No. 2," p. 104. 

Poems. — "Nature in Verse," pp. 262, 269, 270. 

Reading. — "Literature Book No. i," pp. 82-83. "Taylor," 
pp. 98-100. "Cyr 3rd." pp. 45-47- 



196 OUTLINES AND SUGGESTIONS 

DEW, FROST, HAIL. 

Observed and the beauty felt. How made. 

Song.— "Qaynor" p. 68. 

Poem. — "Nature in Verse," p. ii8. 

EARTHWORMS. 

These lessons are given when the worm is in evidence some 
morning after a warm rain. Have a number of worms in a 
jar of warm earth. Take out and place where pupils can 
observe their movements.) What are these? Where is their 
home ? Did you see some on your way to school ? 
Why are so many around this morning? Did they 
rain down? What bird can have plenty of fresh meat this 
morning? Let us watch the worms. How move? Does 
it have feet? What helps it pull itself along the ground? 
Run your finger from tail to head and perhaps this will tell 
you. Now from head to tail. (Pupils discover the hooks 
on the body.) These hooks help it pull itself over the 
ground. See how it lengthens and shortens the body when 
moving. Of what is the body made? (Rings.) Find the 
second ring. Its mouth is in that one. Find. Where are 
its eyes? Then how can it tell where to go? (By feeling.) 
Can it hear? (Experiment by making loud noises near it.) 
Can it smell? (Experiment by placing a piece of onion near 
head.) (Smell a little.) How then can it find its way to 
its home? (It must hold on to its burrow with its tail or it 
is lost — must then burrow a new liome. ) Have you seen them 
lying around on the walks drying up? Why? (Can't find a 
place to burrow.) 

What does the earth worm eat? (Dead leaves and earth.) 
See the earth in this one. We all eat earth but indirectly. 
(Teacher explain.) But here is a little animal that eats earth 
directly. Where do they get the soil which they eat? What 
is this doing for the roots of the plants and trees? So it is 
really a little gardener. What tools must a gardener have? 



FOR PRIMABY TEACHERS 197 

Yet this one has no rake nor hoe, nor any tools of this 
kind. What does it dig with ? When its body is full of earth 
it comes to the top of the ground and empties the earth out of 
the body. What shape would this earth be ? ( Same as body. ) 
This earth is called castings. We will look for the castings 
of earth worms. (Excursion to the burrows. Close observa- 
tion.) 

How does the worm like light and heat? (Free expression.) 
Experiment with lighted match.) Where stay when the sun 
shines? When do they come out? Why? Where do they 
stay in winter when the ground is frozen ? 

How do you think the little ones are raised? (Old one 
lays eggs and these hatch and the little ones look out for 
themselves.) If we have sharp eyes we may find some of 
these eggs near the burrow. 

Think of the use of these earthworms again. We could 
have no plant life without these busy gardeners. 



198 OUTLINES AND SUGGESTIONS 



THE TEACHER AND THE SCHOOL. 

That the first three or four years are the most essential 
years of the school life has been repeated so often that, were 
it not for the importance of the statement, it would be trite. 
These are the habit forming years and only the wisest and 
best teachers and influences should be allowed during this 
time. To the primary teacher is given an opportunity "to 
exert an influence over the whole being: to strengthen its 
bodily powers; to exercise the senses; to employ the awaken- 
ing mind; to make the pupils thoughtfully acquainted with 
the work of nature and man ; to guide the heart and soul 
in the right direction and to lead them to the origin of all 
life and to union with Him." 

What are the necessary qualifications and characteristics 
of such a teacher, can be read in any treatise upon school man- 
agement, hence will not be repeated here. It is sufficient 
to state that no attribute in any degree desirable is omitted 
from the list of requisites. This should not discourage nor 
overwhelm, but encourage and uplift rather, that the work 
which has been given us to do requires such God-like work- 
ers. 

Briefly, with the scholarship which the teacher is constantly 
striving for, the essentials are comeliness, charity, common 
sense, — a comeliness that is born of a healthy body, neatly and 
tastefully dressed, animated by a soul that glows with charity 
as wide as the universe, yet tempered with good common 
sense. 

There is a germ of each of these four essentials in every 
teacher, and growth can be attained in these as in all things 
else, by exercise only. 

"We used to think that birds flew because they had wings, 
but now we surmise that they have wings because they tried 
to fly." 



FOB PBIMABY TEACHEBS 199 

The teacher in the first, second or third grades must do 
largely individual teaching; that is, in her teaching she must 
have regard for each individual under her care, studying the 
ability, disposition and temperament of each one, so that she 
may know what to teach, and how to teach. 

This individual instruction cannot be done if the number 
of pupils assigned to each teacher is more than 25 or 30. In 
the higher grades the pupils are more independent, more able 
to think and to do for themselves. They have more power of 
concentration, can take directions and dictation from the 
teacher, can receive instruction through the lecture or the text 
book. Especially is this true if the training received in the 
lower grades has been well done. In the higher grades, then, 
the classes can well number more than in the primary grades 
where the instruction must be largely individual and concrete. 
The grammar teacher can better give instruction to 60 or 
70 pupils than can the primary teacher, yet the opposite con- 
dition is the prevailing one. Because 50 to 75 pupils in the 
primary grades occupy no more space than 30 to 40 in the 
grammar grades is no argument for the assignment of that 
number to the primary teacher. Fifty pupils in any grade are 
too many, but the thought is that if these large numbers must 
be assigned, the assignment should be made to the teachers of 
older pupils. 

With 25 or 30 pupils in the primary room, the school 
can then be divided into two classes averaging about fifteen 
in each division. This gives opportunity for individual instruc- 
tion, and at the same time the class is large enough to arouse 
that enthusiasm dependent upon numbers. This is an ideal 
condition zvhich each one interested in the schools should help 
make real. 

These conditions, ideal as they are, are being realized 
though slowly. Other conditions are all too prevalent. The 
enrollment is over large, the hours for work too long with 
tlie inevitable result that the pupil is out of immediate con- 



200 OUTLINES AND SUGGESTIONS 

tact with his teacher the greater part of the day. Is it for this 
that he is sent to school? 

The pupils must be given work which will keep them em- 
ployed, and profitably so, when not with the teacher in recita- 
tion. 

The hours spent at the seat must be as carefully planned 
for, the work done during these hours as regularly and ear- 
nestly inspected and criticised as the work of the recitation. 
This is difficult and tr3ang chiefly because the teacher realizes 
that to keep the pupils busy and quiet so that she may do 
the work with the class reciting, is too often the motive for 
this seat work, however delightfully she may present a higher 
motive to her pupils when giving out the work. O, this waste 
of time and energy! Far better that these young, growing 
beings were out in the free air, alive and active. It is con- 
ceded to be beneficial to the patients of the hospital for the 
feeble-minded, that they be kept at work simply that they may 
be busy, but it is pathetic to know that this must be practiced 
in our public schools, and that a premium is placed upon the 
teacher who can most skillfully manage her school by this 
means. 

As far as possible the busy work will grow out of the les- 
sons but often other work must be given to these pupils who 
are obliged to remain in the seats for so long a time. 

Suggestions for this zvork. — Cutting and pasting pictures or 
words, making a book of these. Putting together dissected 
pictures. Outlining objects. Weaving. Sewing. 



SUGGESTIONS FOR WEAVING. FOLDING, SEWING. 

WEAVING PAPER MATS. 

1. Teach pupils to know the strips from the mats; to know 
the border from strip of mat. 

2. To tear the strip and thread needle. 



FOR PRIMARY TEACHERS 201 

3. Hold needle in right hand; weave from right to left. 
Begin at top of mat. 

4. Let them learn the first formula well ; repeating it until 
they get the idea of weaving. 

5. Push each strip toward top. Hold mat toward light to 
see if the strips are close enough. 

6. At first teacher will combine the colors for the pupil. 
Generally use tones of one color or gray with a color. After- 
ward, let pupils choose, teacher directing choice. 

7. Make some use of each finished mat. Uses — cornucopia, 
box cover, sachet case, letter case, or paste in permanent book 
form. 

8. Show how to trim ends and paste. 

9. Train pupils to do all of work. 

f Formulae: i up. 1 down; 2 up, 2 down: 2 up, 1 d')wn; etc. 
Mats made of oilcloth may be used instead, as they are more 
durable and hence less expensive.) 

FOLDING SQUARES OF PAPER. 

Always fold by opposites. Keep on table. Use finger nail 
for creasing. Let the younger children see as well as hear 
the dictation. 

Take each step slowly and carefully. 

Have work neatly done. 

Use the work. 

CARDBOARD SEWING. 

1. Allow pupils to thread needle, at least to make the ef- 
fort. 

2. Generally have the outline made for pupils. 

3. Prick holes only as you need them. Long stitches. 

4. Show them the best place to begin to sev.^ 

5. Close up work as you proceed. As a rule, use single 
thread. 

6. Choose such colors of thread for work as are mosl 
suitable for the object to be sewed. Use black or neutral, other- 
wise. 



202 OUTLINES AND SUGGESTIONS 

7. Show pupils how to fasten the thread when their work 
is finished. 

8. When sewing is to be the seat work, see that pupils are 
furnished with thread and scissors. Have the name of each 
pupil on card. 

9. Have work neat on both sides. 

10. Show how to place needles when leaving work. 



DAILY PROGRAM. 

9 :oo-9 :] 5. Opening — General lesson. 

9:15-9:30. Expression in hand work from this lesson. 

9 :30-9 :45. Sense training and Arithmetic, i Division. 

9:45-10:00. Reading, 2 Division. 

10:00-10:20. Hand work. 

I o :20- 1 o :30. Phonics. 
10:30-10:45. Recess. 
10:45-11:00. Reading", i Division. 
11:00-11:15. General lesson. 
11:15-11:30. Expression from general lesson. 

I I 130-1 1 :45. Music. 

1 :30-i :45. Opening and general lesson. 
1 :45-2 :oo. Expression in hand work. 

2 :oo-2 :20. Sense training, Arith. 2 Division. 
2 :20-2 :30. Music and Games or Recess. 

2 :30-2 :45. Reading, i Division. 
2:45-3:15. Reading, 2 Division. 
3:15-3:30. Hand work. 

With this program there is little need for the so-called Busy 
Work or Seat Work, which is assigned by the teacher that 
the class at the seats may be profitably employed while she 
is busy with the class in recitation. 

The following suggests what may take the place of the 
seat work done by one class while the other is reciting. 



FOB PRIMARY TEACHERS 203 

First, the work in the class should be made so interesting 
and alive, so full of activity mental and physical on the part 
of the pupils, that all in the class are ready to rest and listen 
when the class is dismissed and the other division is reciting. 
How much is absorbed by this class listening to the class recit- 
ing only those who have tried it can tell. Then, freedom may 
be given the class at seats to do any hand work, or any study, 
which they may wish to do. This is for free expression and 
is not to be assigned by the teacher. This work is to be 
done in a way not disturbing to any one. The interest shown, 
the development of responsibility, the growth of individuality, 
the freedom given the teacher to attend to the class reciting, 
all argue for this program. 

There are times when pupils should be given a lesson to 
study or hand work to perform, this to be done without the 
assistance of the teacher. At such times the room should be 
quiet, no recitation in progress, the teacher inconspicuous, so 
that the pupils may have nothing to distract them in their ef- 
forts to attend to the work assigned. These helps in concen- 
tration should be given the young pupils that they may learn 
even in the first year what it means to apply themselves dili- 
gently to any task assigned. 

The work given them at these periods is something which 
has been so taught at a recitation period, that now they can 
do it without assistance. 

This gives the pupils skill and independence while it enables 
the teacher who is free from other duties to observe her pupils 
at work. These periods of quiet observation are most fruit- 
ful moments for real child study. Then can be seen the true 
character of the individual, the interest or indifference, the 
independence or the desire to imitate, the inclination to as- 
sist others or to work for self alone. The eifort put forth 
at these moments of silent work is the criterion for measuring 
the result, and only the unoccupied teacher can render a just 
judgment of this effort. 



204 OUTLINES AND SUGGESTIONS 

While pupils should be encouraged in independence in their 
work, yet it should not be adjudged a wrong for them to imi- 
tate the work of others. Imitation is one of the strongest 
means of growth for the immature mind. To condemn this ten- 
dency and make it a misdemeanor is to create the habit of 
imitating "on the sly," a condition of affairs to be deeply 
deplored. Encouraging independence in work, emphasizing 
the positive and ignoring the negative will promote independ- 
ence and overcome this other tendency, which is accounted a 
wrong only because the teacher makes it so by her attitude 
toward it. 

The desire to assist others should be encouraged and yet 
there must be no more of this than is for the good of those 
assisting or assisted. Pupils can be trained to use their judg- 
ment in this matter and should act freely, helping wherever 
they can. 

For the most part, the work at the seat should be work with 
the hands, yet some lessons from the text books should be 
given even in the first year. It is a mistake, however, to have 
much time spent in that way. In the second year, three ten- 
minute periods each day spent in concentrated study will ac- 
complish more in preparation of the lesson and in training of 
the mental powers than four fifteen-minute periods spent in 
the usual way of holding the book, the attention divided be- 
tween the work and the class reciting. 

This picture, seen so often in our schools, cannot exist under 
this plan — the class at seat making an earnest effort to attend 
to the work assigned, yet failing because the work of the class 
reciting is so attractive, causing this frequent admonition 
from the teacher, "Mary, I am afraid your work will not be 
finished if you listen to us;" "John, have you finished your 
work?" followed by the conscious flurry of the earnest sinners 
as they go back to duty. 

This divided attention is a bad beginning for the develop- 
ment of the power of concentration which is an essential end 



FOE PRIMARY TEACHERS 205 

of education, and which should be encouraged rather than 
killed in these first years. The thought of "work while you 
work" should be taught in these habit forming years. 

Hand work should dominate the work for the pupil at the 
seat. The utility of hand work is questioned by none. The in- 
ter-dependence of the brain and hand is recognized by all 
teachers. What the work of the hand shall be is still an un- 
settled question. 

An examination of the books upon hand work, an inspection 
of the hand work of pupils, exhibited at teacher's gatherings, 
the observation of actual work in the school room, give rise 
to doubts as to the utility of the work now done by the pri- 
mary pupils as handv.'ork. That it is superior to the so-called 
busy-work of past years is not questioned and it may be that 
this phase is a necessary step to something higher and still 
more valuable, but the two factors which should determine 
the character of the handwork, namely the present develop- 
ment and the actual environment have not been sufficiently 
emphasized in the choice of manual exercises. 

That one of the best-printed courses for this work should 
require two-thirds of the exercises to be making boxes or 
baskets; that weaving and card-board work form the hand 
work in many schools, that raphia and reed work are used so 
freely in the first grades arouses questioning. Does the pupil's 
inheritance and environment demand this expression? Does 
he need to make all those boxes, to do all of that weaving and 
sewing in order to grow mentally, morally and physically, 
and to take his place in the life of the family and the com- 
munity ? 

The hand work at all times should be the expression of the 
thotight and soul of the pupils. Accuracy, exactness, perfect- 
ness, play little part at this time, but the motive behind, and the 
outcome ahead make the hand work of value to the worker, 
and the daily life in school and the home should furnish these 
two incentives, — the motive and the outcome. 



206 OUTLINES AND SUGGESTIONS 

The lessons in arithmetic, reading, nature, etc., demand an 
expression of the thoughts obtained. That expression has 
been ilkistrated at length in the lesson outlines of those sub- 
jects, but there are other forms of hand work which express 
the life of the home and the communit}'^ which the children 
of today for many reasons have no opportunity to exercise. 
Some of these are here enumerated, — sewing, sweeping, dust- 
ing, making a bed, setting a table, wiping dishes, arranging a 
room, caring for a garden, cooking, — in brief, all those occu- 
pations which are the outgrowth of the home life. In a few 
of the homes the children take their places in the daily work. 
but even where this is done they are not trained in the best 
way of doing this work. Only the skillful doing of these 
homely occupations will clothe them with that beauty and 
loveliness which makes the doing of them desirable and the 
desire, enduring. 

This training is the birthright of each child, and upon it 
depends the future domestic life of our people. American 
fathers and mothers of the next generation ought to be par- 
ents who in childhood were trained to love to do the duties of 
the home in the very best manner, and who believe in training 
their children to do this work and to love to do it. 

If some of this work formed part of the daily work in our 
schools, if the classes today were trained in arranging a break- 
fast table, in washing and drying dishes, in sewing a seam, 
in making a bed, rather than how to make the tenth basket 
or box, would there not be a real motive and a real outcome 
and hence would there not be a fuller and richer develop- 
ment of the powers of the whole child. 



SUGGESTIONS. 

1. The hand work is always a means for expressing some 

thought, dominant at that time. 

2. It should be of such a nature that opportunity is given 



FOB PRIMA BY TEACHERS 207 

for large, free movement, calling into exercise the large 
ninscles. and removing all over-taxing of eye and nerves. 

3. The teacher's hand should never remake or retouch the 
pupil's work. However crude the result, if it is the pupil's best 
effort, this should be all that is desired for the time. 

4. Teaching how to improve in the hand work is as essen- 
tial as in any other subject. This is often done by having the 
pupils watch the teacher do the work. 

5. Essential materials for hand work : scissors, paper, clay, 
needles, thread, charcoal, colored pencils or water colors, 
paste. 

6. Do not destroy the work in the presence of the pupils. 

7. Often let pupils choose their hand work. 



208 OUTLINES AND SUGGESTIONS 

HOW TIME AND ENERGY ARE WASTED. 

Some writer states that ample time for all the essential 
means of development could be found if one could "eliminate 
the waste." 

Not to give out energy in the most effective way, — to put 
forth more than is needed to effect a certain end. or to 
hoard it or withhold it when it should be given out, is waste. 

Specific instances of waste in the school mom. 

I. In collecting and distributing materials. Tn the primary 
rooms work with the hands is essential. This necessitates 
distributing and collecting materials. This should be done 
quickly and in an orderly manner. The teacher's common 
sense should determine the manner for performing this me- 
chanical duty, with the least waste of time and energy. Often- 
times these moments should be used for the pupils' exercise, 
the class running for the materials and carr^'ing them to the 
seats. This can be done if the materials to be taken are such 
as can be quickly picked up. If papers or small pieces are to 
be distributed, monitors will do the work. All will be trained 
to know that it makes no difference if more than one sheet 
should chance to be given to a pupil as the paper can lie on the 
desk until collected. 

II. Dividing class, attempting to do more than one thing 
at a time. 

See "Tompkins' School Management," p. 144. Here is a 
picture often seen in the primary school. A sentence is read. 
The pupil is directed to sketch the picture in that sentence, 
while the rest of the class continues the reading. This is a 
common fault with the unthinking teacher and should be rig- 
orously avoided. Few teachers are able to do their best 
for two or three classes at one time, hence some of these 
temporary divisions will be conscious of the loss of attention 
and interest of the teacher, which with little children means 
much. Then, whatever is worthy the time and labor of one 



FOR PRIMARY TEACHERS 209 

individual in the class is as a rule, worthy the time and atten- 
tion of the entire class, so that while it appears that more is 
being accomplished, in reality only the undertaking is increased. 

III. Teaching individuals when class teachings should be 
given. Here are two illustrations of this : 

(a) A question is asked a pupil which cannot be answered ; 
the teacher gives further instruction on this point but does not 
hold the class responsible for this teaching, which seems to be 
given to one child only. The class should be trained to know that 
it is being instructed as well as the individual answering the 
teacher's question and that it must do nothing else but attend 
to this instruction. The teacher should not teach unless all at- 
tend. 

(b) In a written exercise the spelling of a word is required 
by a pupil ; the teacher writes it upon the board but no one 
visualizes it but the pupil who calls for it. Presently another 
asks for the same word. 

The class should be trained to know that when the teacher 
does anything for one pupil she is doing it for all. All are to 
attend whenever the teacher gives instruction in any form 
or at any time. 

This attention which should be given to the teacher each 
time that she speaks or makes use of any form of expression 
can be secured and retained if the teacher is careful never to 
speak unless she has something to say which is of value and 
interest to the pupils; and then to say it briefly and with 
spirit. 

IV. If the teacher is careful in this respect she will avoid 
the following very customary faults which waste the time 
of the school. 

(a) Repeating the pupil's answer. This is a fault caused 
usually by the unreadiness of the teacher to recall the next 
question or direction which she wishes to give. The fault 
can be overcome by the teacher becoming so filled with the 



210 OUTLINES AND SUGGESTIONS 

work to be taught that she can but press on toward the end 
to be accompHshed. 

(6) Giving the answer in better form than that given by 
the pupil, yet not requiring the pupil to give the better form. 

(c) Frequent expressions of this character, "That's right," 
"That's good," "Yes," after each recitation by pupil. 

{d) Long, verbose directions; example — "Now. will you 
please come out here and show the class your sketch?" "Now 
all look and watch carefully," 

(r) Unnecessary directions. "That will do." "You may 
be seated." The pupil should know that his recitation is ended 
when the teacher calls upon another. 

V. Waste is caused in the following instances : 

((/) Indefinite criticisms. 

Example: "Try again," "You have made a mistake," "You 
can do better than that." 

Always let the pupil know in what particular he has failed 
and then his second effort will not be an aimless one. 

Examples : "What is the word after the word 'farm' ?" 
"What is the important word in this thought?" 

(b) Waiting after an answer is made before giving the 
next direction or question. These moments of indecision show 
careless preparation and lead to idle, restless, inattentive classes. 

(r) Waiting after the name of the pupil is spoken before 
an answer is made to teacher's question. The pupil should 
respond instantly. The time for the teacher to pause, if a 
pause is necessary, is after the question has been given and 
before designating the pupil who will answer. The nature of 
the question determines whether there is a necessity for time 
to prepare the answer, but when the pupil's name is called, he 
should make an immediate response if he can do no more than 
say, "I do not know." 

[d) Not using the recitation hour for teaching the work 
which will afterward be the seat work. 



FOR PRIMABY TEACHERS 211 

The recitation hour has, for one of its chief objects, the train- 
ing of the pupil in power to do his work correctly and inde- 
pendently. The exercise given for seat work should be work, 
which has been so taught during the recitation period, that it 
can be done in the proper manner when attempted as seat work, 
thus avoiding the forming of incorrect habits, — carelessness, 
indifference. 

(c) By not giving entire time and attention to the class 
reciting. 

The class at the seats must be trained to take care of it- 
self. At no time must the class reciting be interrupted in 
any manner. This training is part of the economics of the 
school room and the teacher will in the first days of school 
conduct her work with this end in view by shortening the 
recitation periods, furnishing interesting and profitable seat 
work, mstantly puttmg an end to all interruptions or disturb- 
ances from the pupils at the seats. 

(/) Not making pupils independent workers. At no time 
should the pupil depend upon others to do the zvork which he 
can do. The wise teacher by her commendation and accept- 
ance of individual, independent effort, however crude, is en- 
couraging this habit of independence in work. 

The pupil has no pencil ; let him run to the box and get one. 
He needs the pointer or an eraser; let him, not the teacher, 
find it. He has something to say, but says it in low tones to 
the teacher, but not to his classmates, while the teacher repeats 
his answer; he can be taught to find pleasure only in talking 
for all. 

(g) By permitting languid, listless working. Short per- 
iods for work with all working to their utmost ability is better 
tlian long periods of languid, inattentive effort. 

(h) By not giving frequent relaxing periods — periods of 
not more than two or three minutes when pupils may do as they 
please. 



212 OUTLINES AND SUGGESTIONS 

(i) Not stating the aim of the lesson, so that pupils may 
assist you in reaching this end. 

(/) By not requiring absokite obedience and undivided 
attention to the teacher. While the greater part of the time 
the pupils may work without any restraint or suggestion from 
the teacher, yet at all times she is the leader and can have 
the entire attention with only a word. This is possible, if the 
teacher permits nothing else, — if she puts an end to the first 
suggestion of any other attitude. 

(k) By not having all materials, apparatus, books, pic- 
tures, etc.. ready when needed. This preparation requires 
time. 

(/) By using hours out of school to poor advantage cor- 
recting pupils' work. These corrections are valuable only 
when done in the presence of the pupil, hence should be con- 
sidered as part of the regular work of the day. 

(m) Putting long lessons upon the blackboard for the next 
day's work. If this is for seat work, other more profitable and 
less taxing work can be given than copying a lesson from 
the board. If it is for recitation, the interest and enthusiasm 
which comes from not knowing what will come next will be 
killed when the eye beholds the entire lesson at the beginning 
of the recitation. 

(n) Spending time upon a sketch to be used in a recitation. 
The rapid sketching before the class, however crude, if em- 
bellished by the teacher's words and personality, is of far more 
value to primary pupils than any finished picture. 

(o) Spending the time upon unsanitary and useless school 
room decorations, such as paper drapes, garlands, innumerable 
pictures, etc. 

The school decorations should be simple and quiet in color- 
ing and arrangement. Beauty is the next thing to be sought 
after the sanitation, and beauty cannot be obtained in a room 
filled with decorative material, however excellent each may 
be in itself. 



FOR PBIMABY TEA CHEBS 213 

Beauty depends upon harmonious relations and the teacher 
must plan for these, calculating every effect. 

Read "School Sanitation and Decoration," by Burrage & 
Bailey. 

(p) Spending the time preparing or making materials 
which can be purchased at little cost. Better spend energy in 
professional reading or recreation. 



214 OUTLINES AND SUGGESTIONS 



PICTURES. 

To lead the pupils to enter more fully into complete life, by 
affording opportunities for self-discovery and self-realization, 
and for entering more completely into the thought and spirit of 
the world is the purpose of the different materials used in the 
school room. Of these materials, pictures stand with litera- 
ture, history, music. "Those who admit that gems of litera- 
ture belong by jight to the public schools will have difficulty in 
arguing that pictures, the world's gems of art shall not find 
their places in the school work," says Hopkins, Director of 
Drawing, Boston. 

The interpretation of a picture, just as the interpretation 
of a piece of literature, depends upon what you bring to it. 
Your power to think and feel assists in the interpretation of the 
artist's meaning. This internretation of the artist's meaning is 
the first work in the study of the picture. What is the artist 
telling us? should be the first thought in picture study. Let 
the picture enter into the soul of the pupil, the teacher leading 
to that assimilation by her remarks and suggestions. The ex- 
pression from the pupils should never be forced. The quiet, 
unconscious influence is of greater value than words without 
this influence, and the unanalyzed, unexpressed feelings are 
often deeper and more enduring than the thoughts that are 
put into words. 

Even the children may be taught to know wherein con- 
sists the beauty of the picture from the technical side; that re- 
lation of form and size and proportion and line gives this beau- 
ty; and to know also the artist's life, for "all art is an autobiog- 
raphy." 

The lessons outlined for picture study illustrate these sug- 
srestions. 



FOB PRIMARY TEACHERS 215 

Pictures, as a means of illustration and instruction are now 
used in every phase of the business world, and for this pur- 
pose also can they be utilized in the school work. The many 
illustrated magazines, books, railroad pamphlets and cheap 
prints make it possible to have these helps at very little expense. 
The time and energy saved, and the excellent results secured 
by the opportune use of pictures argue for still greater utiliza- 
tion of them. 



216 OUTLINES AND SUGGESTIONS 



OPENING EXERCISES. 

The work for the first fifteen minutes of the day is apt to 
be planned less carefully and purposefully than any other 
exercise upon the program. That songs will be sung 
and a prayer offered is inevitable, but the purpose 
of just this song at just this time is not always seen 
and the number of songs is often determined b; 
the time or the disposition of the teacher. This in- 
definite, miscellaneous and seemingly purposeless work is pe*- 
missible once in a while, its purpose being to give variety awl 
allow choice of work by the pupils, but such should be t\e 
exception. These first moments with the pupils should be le^ 
garded by the teacher as golden opportunities for uniting tie 
pupils in thought and feeling, for giving a cheerful and happy 
beginning to the day's work, and for impressing some thought 
in which the moral element is the prominent one. 

The greetings will come first of all : greetings from teacher 
to pupil; from pupils to teacher, and to each other; to sur- 
roundings, as to sun, school room, hands, etc. These greet- 
ings may be given by song, by speaking, by gesture. The 
moral thought may come from many sources, — from the songs 
from history, literature, Bible, Nature, the daily life. Th< 
moral thought should be the nucleus of all the different exer- 
cises used at this time and the remarks of the teacher wil 
make a continuity throughout. The same moral thought msf 
be the basis of the exercises for several mornings. The ccm- 
crete illustrations will be given first and the poem or sentence 
which generalizes should be given when the concrete thougit 
has been apperceived by the class. 

The general lessons is material from which to select he 
moral lesson, as the patience and earnest efforts of Columhs, 



FOR PRIMARY TEACHERS 217 

when making a special study of Columbus; the truthfulness 
and unselfish service of Washington ; the beauty and love 
shown in the "Madonna of the Chair;" the care of the Father 
for his birds shown in their flight south for the winter, or in 
their mimicry, etc. 

The daily life of the home and the school supply numerous 
opportunities for moral lessons. The assistance given father 
and mother; the kindness shown the child who has lost her 
hat; the polite "excuse me," when passing in front of one. 

These moral thoughts must not be emphasized unduly. Do 
not preach. 

AN ILLUSTRATIVE LESSON FOR OPENING. 

Teacher greets the children by singing, "Good morning little 
children dear" ("Kindergarten Chimes.") All give greetings 
by singing the chorus of the same song. 

Greeting is given the sun by singing "You beautiful, golden 
sun." 

Teacher shows robin on nest. What color is the nest? 
W^hat color can you see on the robin as she sits there? She is 
almost the color of the nest. Why is this best? That is one 
way God planned to protect his birds. 

Teacher sing, — 

"Once there was a little birdie 
Sitting on her nest in the tree. 
Happy thoughts were little birdie's 
'God is Good, — He cares for me.' " 

"Once there were some little children 
Singing songs like you and me 
And the song sang all the children 
'God is good — He cares for me.' " 

What bird is it? What does it say waking up at break of 
day? 

Sing, "What does robin red-breast say." 

Let me see you fly like birds around the room. 

Sing, "We fly like birdies," etc. 



218 OUTLINES AND SUGGESTIONS 

Hymns for Morning Exercises. — "Kindergarten Chimes," 
Nos, I, 2, 3, 6, 7, 1 1 ; "Songs for Little Children," No. 2, p. 24; 
Holiday Songs," p. yT)'' "Oaynor," p. 42; "Merry Songs and 
Games," p. 15. 

Greeting Songs. — "Kindergarten Chimes," pp. 18, 20, 23; 
"Songs for Little Children," part i, p. 8; part 2, p. i ; "Merry 
Songs and Games," pp. 17, 18, 24, 26; "Gaynor," pp. 8, 60, 
112. 

Good-Bye Songs. — "Gaynor," pp. no, in; Miscellaneous, 
p. 12; "Kindergarten Chimes," pp. 2, 23. 



FOR PBIMABY TEACHERS 219 



PLAYS AND GAMES. 

Learning of all things in our environment, or as termed in 
this book, "The General Lessons," the "Hand Work," and the 
"Sense Training and Games," should constitute the program 
for the first year. 

Play is the freest and best expression of the child life, hence 
opportunity for play should be given in the school just as we 
give opportunity for development in number or reading. In 
many places the plays are a recognized part of the regular 
school instruction. 

There are three general classifications of children's plays : 

First. — Those in which the physical activity is the end to be 
obtained. Stoop tag, Telegram, Bean-bag, are illustrations. 
Because of the free movements, the happy motive, and the desire 
for the outcome, these games are much more beneficial than any 
series of gymnastic exercises. The set drills in gymnastic ex- 
ercises which many teachers tend to overemphasize because 
pretty and effective, have little place in the primary room. 

Second. — Those in which the training of the senses is the 
aim. All games for quick seeing, hearing, guessing, illustrate 
this. 

Third. — The Representative Games. In these the pupil pro- 
jects himself into the life which he imitates and thus under- 
stands that life more fully. 

Examples. — The farmer, blacksmith, or any of the trade 
games ; the frogs ; the birds ; the flowers ; — any life or phase of 
it which the child may represent. 

The forces at work in these representative games are : 

I. Imitation and feeling. We can secure the exercises of 
these forces in these ways : 



220 OUTLINES AND 8UG0E8TI0NS 

(a) By leading- the child to catch the spirit of the thing he 
imitates, and the giving of sudden opportunity for action. 2. 
By setting an example that fascinates. 3. By filling the play 
with intense harmony and enjoyment. 



SUGGESTIONS. 

1. Form and spirit must go hand in hand. Cannot have 
one without the other. 

2. Literal representation must not be given when it deprives 
of the essence of the life represented. Illustration — In playing 
horse the speed and energy will be represented and hence the 
child will not go on all fours. Whenever such literalness does 
not weaken the spirit, it should be given. 

3. No stereotyped game. 

4. No stereotyped gesture. Get gesture and manner of 
playing from children. 

5. Have continuity when several games are played. 

For Games. — "Gaynor," pp. 34, 96, 97, loi, 103, 108, 114; 
"Songs for Little Children," part 2, pp. 17, 18; "Kindergarten 
Chimes," pp. 42, 78, 112, 116; "Merry Songs and Games," pp. 
98, 129, 132, 134, 142, 161. 



FOR PEIMABY TEACHERS 221 



WRITING AND SPELLING. 

In "The Hoosier Master," we read that the Squire was "ap- 
pinted" to "gin" out the words at the spelHng- bee in Flat Creek 
District, Hooppole County, Indianny. In accepting the honor 
conferred upon him — the highest honor which his community 
could bestow — the Squire delivered this eulogy : 

"Spellin is the corner stone, the grand underlyin subterfuge 
of a good eddication. I put the spellin-book prepared by the 
great Daniel Webster alongside the Bible. I do raley. I 
think I may put it ahead of the Bible, for if it wasn't fer 
spellin-books and sich occasions as these, where would the 
Bible be? The man who got up, who compounded this little 
work of inextricable valoo, was a benu factor to the whole 
human race, — or any other." 

These sentiments regarding spelling are our inheritance. 
They are still prevalent in many communities and are held by 
influential patrons of our schools. 

The ability to spell is made to mark scholarship and habits 
of observation. Poor spellers are not generally accepted as re- 
liable authority on other subjects. 

Because of this it is a difficult matter to determine the rela- 
tive value of spelling in the primary grades. Spelling is a 
means for expression of thought and is classified as a formal 
subject. If in one way more than another advancement in 
primary methods is shown it is in the importance and promi- 
nence given to thought as a controlling influence in mastering 
form. In reading, the first work is not learning sounds or 
words which will be used later on in obtaining thought, but 
rather reading the sentence which is the expression of the 
pupil's thought growing out of previous observations or ex- 
periences. 



222 OUTLINES AND SUGGESTIONS 

In music, the theory and mechanics are not taught first, but 
songs, the words of which are the expression of some thought, 
influencing the pupil at that time. In spelling, the first work is 
no longer an effort to reproduce orally or in writing the isolated 
word, but to write the word under the impulse of thought. 

The ability to spell is needed only for the expression of 
thought in writing. To discuss how to teach spelling in the 
primary grades is to discuss how to teach the first steps in 
writing. During the first weeks the reading lessons are written 
upon the blackboard by the teacher. This is the first step in 
teaching spelling and writing. The pupils see, daily, the rapid, 
legible, free writing of the teacher, and, unconsciously they are 
acquiring the desire and power to imitate in this. The teacher 
is watching for the time when the attempt to write can be 
asked of the pupils without making them fear the effort. One 
day some word has been repeated in the different sentences. It 
is a word easy in form and appealing in idea and at a suggestion 
from the teacher a bright pupil is at the board making his first 
effort in writing, which is also another step in spelling. 

This effort must be free, rapid and crude. If the opposite is 
shown, if the pupil begins in a slow, cramped manner to draw 
the word, the teacher should show again how she does it and 
then another effort is made by the pupil. The teacher's work 
is always erased so that there will be no inclination to copy or 
to write slowly, for these first lessons should be free, rapid 
writing of imaged words or sentences done under the immediate 
impulse of thought. Daily lessons in imaging and writing 
words and sentences should be given. Work taken from a 
copy should be imaged first, then written, and then compared 
with copy. In the first year, and for the most part in the sec- 
ond year, the writing should be done upon the board or upon 
unruled paper, with the whole arm, so that the large muscles 
may be used and not the small ones which are accessory. "All 
types of arrest show themselves in the development of the ac- 
cessorv muscles." 



FOR PRIMARY TEACHERS 223 

To use the pencil upon ruled paper, or the slate, produces re- 
sults pleasing to the eye, but harmful in effect upon muscle 
and brain, as is shown in the subsequent work of the school. 

The pupil's knowledge of phonics should assist rather than 
hinder him in his spelling. It will be a help provided the 
teacher (a) utilizes this knowledge with phonetic words only; 
(b) teaches that many words are not phonetic and hence the 
pronunciation is not an infallible help; (c) trains the pupils 
never to attempt to spell a word of which they are not abso- 
lutely sure. 

The necessity for spelling arises with every attempt to ex- 
press thought in writing. At no time should the pupil write 
the zvord if he is in doubt about its spelling. Let him be trained 
to go to some authority for help — the teacher, pupil or text. 
If the book is the help, let the word be imaged, written and 
then compared; if the teacher is the one from whom help is 
asked, she should determine whether the pupil should let his 
knowledge of phonics assist him, or whether he will visualize 
the word written upon the board by the teacher or a pupil and 
erased as soon as visualized. When help is asked, all pupils 
should attend, thus all are learning the spelling of that word, 
which should not be called for again. Often the pupil in doubt 
about the spelling of a word, rises and spells it orally as he 
thinks it is spelled. If spelled incorrectly, the phonics or the 
visualizing should correct it. 

SUGGESTIONS. 

I. Spelling deals with the forms of words and is therefore 
learned through the eye. 2. The pupil should be made familiar 
with the forms by repeated observations before he is required 
to reproduce in writing. 3. The best means of learning how 
a word looks is to see it, and the best means of seeing it is to 
write it. 4. Train pupils to exact imitation. 5. Much rapid 
sight writing. 6. Train pupil to know when he does not know 
how to spell a word and to write it only when he knows. 7. 



224 OUTLINES AND SUGGESTIONS 

Never allow child to see a word written incorrectly. 

Directions for writing lists of words. Write words in col- 
umns; begin with small letters unless proper names; no mark 
at end of word. 

Directions for pronouncing words for spelling. Pronounce 
but once; prolong first and last consonants; do not mispro- 
nounce in order to enable pupil to spell ; stand in front of 
school; have all pupils look at the one pronouncing. In oral 
spelling, have pupils pronounce before and after spelling — 
pause after each syllable. 

ADVANTAGES OF WRITTEN SPELLING. 

1. Spelling is used almost wholly in writing. 

2. Good oral spellers often cannot write the words. 

3. Saves time in recitation. Each pupil can spell a greater 
number of words. 

4. All spell the same words. 

5. Easier to hold the attention. 

6. Proper correction of misspelled words can be made. 

ADVANTAGES OE ORAL SPELLING. 

1. Aids the ear-minded pupils. 

2. Aids in pronunciation. 

3. Creates interest and gives variety. 



FOn PRIMAEY TEACHERS 225 



READING. 

PLACE OF READING IN THE PRIMARY GRADE- 

''Reading is the apprehension of the thought and feeHng 
presented to the mind by the written or printed language." 

Reading must be based. upon realities. Life, experience, 
wide observation, sympathy are essential to real reading. We 
get from the page only what we bring tojt, for while we strive 
to make the author's thought ours, we get only our own, for 
we can image and judge and feel only as we have past ex- 
periences for this imaging or judging or feeling. However 
excellent the sentences to be read, however full of thought con- 
tent they may be, they are nothing in themselves, but are vivi- 
fied by the thought and feeling of the reader. We read, "Our 
Father Who art in Heaven," but to one it means the "father- 
hood of God and the brotherhood of man," to another, a mere 
arrangement of words. 

If it is true that life and experience are necessary conditions 
of real reading, then the prominence given to reading during 
the first two years of school may be questioned. 

The average age of the pupils in the first grade of the schools 
of Iowa is less than six years. In the majority of these schools 
there are no kindergartens. The chief subject upon the pro- 
grams is reading. The teachers of these pupils are required by 
the superintendents and patrons to teach from four to twelve 
first readers during the first year, as if reading were the 
straight and narrow path to intellectual life. The increasing 
number of primers published each year indicates a growing 
demand for reading matter for pupils of this immature develop-^ 
ment. These primers are works of art in every respect and 
have their use, namely, to teach the purpose of reading, and to. 
make the pupil familiar with the printed and written words. 



226 OUTLINES AND SUGGESTIONS 

But the laws of the child's being at this stage of his de- 
velopment require concrete, living lessons, full of the activities 
of his life and of his environment. Thus, while reading is a 
valuable servant which he may use later on, it is not of most 
importance at this period, and hence it should not dominate the 
primary program. That subject to which the time should be 
given in the first two years of school is, learning through ob- 
servation and personal experience of the world in which he 
lives, and is designated in these outlines as "General Lessons," 

"I'd give more for one live bobolink 
Than a square mile of larks of printer's ink," 

should be the guiding sentiment of the teachers of pupils un- 
der eight years of age. 

The time for making reading a promient part of the day's 
work is after there has been growth and development physically 
and mentally, when the brain is more mature, the eye more 
strong, the body more perfectly under control, and when the 
essentials of real reading have become a part of the child life. 
With the proper development, physically and mentally, there 
is no need to read subject matter that contains so little thought 
content. Numerous conversational lessons, colloquialisms, 
etc., can be avoided, while excellent English sentences full of 
thought can be substituted. 

NEED FOR THE THOUGHT, THE INCENTIVE. 

At all times this thought should guide the teacher in the first 
reading lessons, namely, that all the sentences read will be read 
because the pupil has need for the thought contained in them, 
this need impelling him to get the thought, overriding the 
form and making the word study take its place as secondary 
in the reading process. 

The teacher is cognizant of the fact that in the first lessons 
the pupil is "learning to read," that is, learning the sight form 
of those words and sentences of which up to this time he has 



FBO PRIMAEY TEACHERS 227 

known only the sound form ; but the pupil is made to feel at all 
times that he is "reading to learn," that is, that he is inter- 
preting the printed or written sentence for the thought which 
it has for him, and not for the purpose of learning to recognize 
words. 

From the first the pupil is trained to know that reading is 
the "apprehension of the thought and feeling presented to the 
mind by the written or printed language." This is the most 
essential work to be done in primary reading. This habit of 
reading for the thought should be formed from the beginning, 
and should be continued, and emphasized during the first three 
years, for in that time the reading habits are established. 

This habit is, too, the greatest aid to the mastery of words, 
both in regard to pronunciation and definition, for, if the pupil 
is reading for the thought alone, he will not be satisfied to use 
a word which does not make the thought clear and complete 
When he can make use of phonics, the effort at thought getting 
will often assist him in knowing what sounds to give the letters 
in the unknown word for only that word, sounded in that wav. 
will make the thought complete. 

NO ISOLATED WORD DRILL. 

If the above principle is the guide to the primary work in 
reading, there can be little place for the isolated word drill. 
Time and energy are saved by having all drills come by the use 
of the words, first in oral expression, then in the written form. 
The work of making the words first a part of the oral language 
of the pupil is most essential in the primary grades. This is 
best done through the oral presentation of the lesson which is 
to be read. 

ORAL PRESENTATION. 

This oral presentation is the place for the real work of the 
teacher. It is her opportunity to bring up past experiences 
which are made the basis of the new; to give the pupils cor- 



228 OUTLINES AND SUGGESTIONS 

rect and enduring ideas of the subject matter of which he will 
read. The new and difficult words are used in this oral dis- 
cussion, and, as they are used, are placed upon the board that 
the pupil may see them, as well as hear them. In this way 
these words are recognized, pronounced and functioned with 
the least expenditure of time and effort. 

Such oral presentation should be made of each lesson that 
when the book is taken for the reading of that lesson, there will 
not be a struggle with the mechanics of reading, but a rapid 
and pleasurable effort in thought getting. 

This oral discussion may be given in various ways, depend- 
ing largely upon the nature of the lessons to be read. 

Some of these ways are illustrated below. The lessons are 
taken from Cyr's Second Reader. 

1. Observation of objects of which the pupil will read, 
pages 72-75. 

To read of "the thin skin like a wing;" of the teeth in this 
birdlike animal ; of the hooked claws, and the mouse-like head, 
and not to have come into possession of this knowledge, first of 
all, through direct observation, with its complement, expression, 
both oral and manual, is an unjust deprivation. No one ques- 
tions the value of direct observation and personal contact in 
forming accurate and lasting concepts. During this observa- 
tion and consequent oral expression, the new words and 
phrases are written upon the board as they are used, so that 
when the text is read the mechanics take a second place. 

2. Oral presentation through pictures or illustrations, 
page 2. 

The discussion of the picture will necessitate the use of the 
new words, "Portland, Maine," "February," and the rest. 
These are written upon the board by the teacher at the time 
they are used in the oral discussion, thus obviating the isolated 
word drill. 

3. Oral presentation through teacher's remarks and ques- 
tions, page 9. 



FOE PEIMABY TEACHERS 229 

4. Oral presentation by personating the characters found in 
the lesson, page 143. 

5. Oral presentation by dramatizing parts of lesson, page 
160, paragraphs 2-4; paragraphs 4-5. 

6. Oral presentation by teaching value of marks of punc- 
tuation and capitalization. 

So much has been said about undue attention to the punctua- 
tion marks, so much fun has been poked at the old time teacher 
who required his pupils to count four at a period, one at a 
comma, etc., that the teacher, for fear of a like criticism, fails 
to teach her pupils to know the value of these marks as a means 
of securing thought. Yet they are too valuable an assistance 
in getting the thought of any selection to permit of this omis- 
sion. The teacher must often lead the pupil to see that al- 
though he has a thought from his sentence, yet it is not the cor- 
rect thought, because the selection is differently punctuated. 
Or she may show him how to get the thought when he has not 
been able to secure it, by calling his attention to the punctua- 
tion of the sentence. 

7. Oral presentation by teaching the grouping of the parts 
of the sentence, selecting the basic idea and restricting all 
others to their true places. This phase of oral presentation 
grows more important as the pupil advances in his reading. 

FIRST STKPS IN TEACHING PRIMARY READING. 

The sentence must be the first step in reading if the pupil 
is to know from the beginning the purpose of reading. The 
action sentences consisting of one word as Run, Hop, Walk, 
are excellent for the first lessons. These acts are performed by 
the pupils first from the oral direction of the teacher, then from 
the direction written upon the board. Daily use is made of 
these written directions in giving the signals necessary for the 
conduct of the school, as in calling and dismissing classes, etc. 
Other directions are given, as clap your hands, erase the black- 
board, march like soldiers, the teacher showing the written 



230 OUTLINES AND SUGGESTIONS 

direction at the proper time, which is also acted by the pupil. 
The attention is frequently, and in various ways, called to the 
words in the sentences. 

Illustrations. — (a). The teacher is writing a sentence in re- 
view, as, "Clap your hands." As she writes, "clap," she pro- 
nounces it, then the pupils do so. 

(b) This direction is given, "Tell any word you know 
when I have written it." However, the attention must not be 
called from the thought to such an extent that the word is 
made of more importance than the thought to be obtained. 

A list is kept on chart or blackboard of the words and sen- 
tences known, and these are used in daily sense-training drills 

SOURCES OF THE READING LESSON. 

Other lessons in reading grow out of the general lessons. 

Short sentences from these lessons are written upon the 
board as, "See the beautiful golden rod." "The golden rod is 
yellow. The golden rod grows by the roadside." These sen- 
tences have all been used in the oral expression and are written 
upon the blackboard when so used, that the pupil may see as 
well as hear this expression. The words are functioned from 
their use, position, and form, but the recognition of words at 
this stage is second in importance. 

The poems and songs which have been learned by the pupils 
are utilized as reading lessons by selecting sentences or phrases 
from them for the earlier lessons and by using the entire poem 
later on. 

The story told should be the basis of sentences and words 
used in the reading. In retelling the story, the teacher should 
frequently let the pupils see as well as hear new words and 
sentences which occur in the story. 

All of this work should be from the blackboard, but the 
words used in the sentences may be such as are to be found 
later on in the first reading book to be given the pupil. 



FOR PRIMARY TEACHERS 231 

READING BOOK. 

The book will be taken when the pupils know the purpose of 
reading and have had some work in the analysis of the sen- 
tence into the words composing it. 

Any one of the modern primers may be the first book in 
reading. Such oral presentation should be made of each lesson 
before the lesson is given in the book, that when the book is 
taken, the lessons will not be a struggle with the mechanics of 
reading, but a rapid and easy effort in thought getting. 

WORK IN PHONICS. 

A knowledge of the sounds of the letters, of the effect of the 
position of the letter upon its sound, and of the diacritical 
marks, are essential means toward the mastery of the mechanics 
of reading. This knowledge gives power to pronounce new 
words, helps articulation and spelling and aids in use of diction- 
ary. The work in phonics during the first two or three years 
should be made as simple as possible, eliminating the useless 
and unnecessary. 

The first step is begun during the first days of school, and 

consists of slow pronunciation of spoken words. In giving the 
directions for the action sentences or for any work of the 

school, the teacher may pronounce some of the words slowly as 
"r-u-n," "c-l-a-p your h-a-n-d-s," etc. The pupils also will 
learn to pronounce slowly. The written word is then said 
slowly, the letters which represent the sounds being pointed 
out as the sound is given. The written word analyzed should 
always be one known to the class. In this way the single con- 
sonants and short vowels are learned. 

Any other devices may be used to help associate the indi- 
vidual letter with its sound, as, the sound of "t" is like the 
clock's tick. The sound of "m" is the sound that begins 
Mary's name. These lessons are in no sense reading lessons 
and should not take the time which should be given to thought 
getting and giving. 



232 OUTLINES AND SUGGESTIONS 

fhe following are the first sounds learned: 

aeioub^dfghjklmnpqrsg 
t V w X y z. 

Words having the same ending are analyzed first. 

Reasons for Sounds. 

1. Double consonants: last is silent — bel/, bac]^. 

2. n before k sound — think, tranquil, uncle. 

3. t before ch is silent — ca]^ch. 

4. 9 before e, i or y — 9ity, pent, gypress. 

5. g before e, i or y — gem. 

6. Two or more vowels in the word: first vowel 

is long, last are silent — pag^, sle^v^. 

7. One vowel in the word and it is at the last — 

he, by. 

8. One vowel in the word and it is not at the last — 

hat, catch. 

9. Effect of r upon vowels — ar, ur, jr, yr, er, wqr, or. 

10. A before w, u or 11 — haul, haljf, sha^^l. 

11. i before gh — hi^|4. 

12. Initial k before n — |^now. 

13. Initial w before r — -^^rite. 

14. Final en in words of more than one syllable — 

tak^n. 

15. Final y in words of more than one syllable — 

merry. 

16. Final le in words of more than one syllable — 

gently. 

17. Final ie in words of more than one syllable — 

Kati^. 

In presenting a new sound and reason, this order of presen- 
tation is followed : 

1. Word marked and reason given. 

2. New sound given and drilled upon. 

3. Words sounded and pronounced. 

GENERAL SUGGESTIONS. 

I. At least two ten minute periods a day should be given 
to phonics, during the latter part of the first year and the en- 
tire second year. 



FOR PRIMARY TEACHERS 233 

2. Spend no time in marking or sounding sentences. 

3. As far as possible let the lists of words in the phonic 
drills be such as will be found in the reading lessons. 

4. Words which are exceptions should be marked by the 
teacher. 

5. Do not mark or sound words for which there are no 
dictionary marks. Use only such diacritical marks as are found 
in the dictionary in use. 

6. Get the new sound from an equivalent if possible. 

7. Have the words arranged in lists having the same end- 
ings. 

8. Teach pupils to recognize syllables, as ful, ble, etc. 

EXPRESSION IN ORAL READING. 

If the proper introduction has been made in the oral presen- 
tation of the lesson, the oral reading is usually what it should 
be. Exceptions to this may arise with pupils who, through de- 
fective organs of speech or hearing, fail to articulate or to get 
the proper pitch or inflation. But usually with little children 
the one thing to be done to secure good oral reading is to 
"baptise the child into the spirit of the selection." Lead him to 
see and feel the thought, and the correct expression will usually 
follow. 

HOW KNOW THAT PUPIL HAS READ. 

There are many means to be used to determine whether the 
pupil has the thought. Usually correct expression in oral 
reading is the test, but the character of the sentences in the 
primary readers prevents this from being a reliable test. 

The following tests are more valuable to the primary teacher 
than is oral reading: 

(a) Telling the thought in pupil's language. 

{b) Answering questions asked by teacher by reading from 
the text. 



234 OUTLINES AND SUGGESTIONS 

(c) Answering questions asked by teacher or pupils. 

(d) vSketching pictures seen in sentences or paragraphs. 
(c) Dramatizing parts of the lesson. 

(/) Pupils questioning class upon the lesson. 

SUGGESTIONS. 

1. Never allow nor ask for trivial criticisms, as, "What 
mistake did he make? "He said 'it' for 'his.' " 

2. Never encourage children to be adverse critics. 

3. Never say, "Read until you make a mistake." 

4. Never have halting, lifeless reading. 

5. Never waste time and energy by indefinite criticism, as, 
"I do not like that, try again." "You've not studied well." 
The pupil cannot improve unless he knows in what particular 
there is room for improvement. 

6. Avoid having faults detected and not corrected. 

7. Avoid monotony in manner of conducting recitation. 

8. Never say, "Read the line of words." 

Never say, "Read the story," meaning "sentence." 
Never say, "Read the verse," if the reading is prose. 

9. Remember that the greater part of the time should be 
given to reading, and not to oral discussion. It is possible to 
have interesting discussions and make little progress in ex- 
pressive reading, or in ability to get thought. 

10. Make enthusiasm for good reading abound. 

11. Work upon one difficulty until it is mastered. 

12. Do not attempt to define words by synonyms if the 
meaning is better seen in original sentences. 

13. Often have pupils close books and listen while another 
reads. 

14. Encourage reading aloud at home. 

15. Always have the silent reading before the oral. The 
pupil should know when he has the thought and should be 
trained to give it only when he has it to give. When not pre- 
pared, he should say, "I haven't the thought." 



FOB PBIMA R Y TEA CHERS 235 

1 6. When the pupil comes to a word in his reading which 
he cannot pronounce, he should begin immediately to sound the 
word. If it is an unphonetic word, the teacher should assist by 
giving the sounds needed, or by marking the word. 

17. When the meaning of the word or part of the sentence 
is not known to the pupil he should immediately ask it. If any 
one of the class knows the meaning he should give it ; if others 
have different ideas these should be given, not waiting for 
direction from the teacher. This independence of work makes 
readers who are content only when the reading is a thought 
R-etting process. 

18. When the oral expression given by one pupil is not the 
expression which would be given by another, the latter should 
give his rendering of it together with his reasons for so doing. 

19. Train pupils to get the meaning chiefly from context. 

20. Pupils should be taught to judge the reading matter as 
to beauty, choice of words, truthfulness, etc. 



236 OUTLINES AND SUGGESTIONS 



NUMBER. 

What shall be taught in number ; why teach these particular 
topics; when teach them, and how teach them are questions 
whose answers are as varied and as indefinite as one might de- 
sire. No other subject on the primary program is as vaguely 
outlined in the average teacher's mind as that of number and the 
courses of study for the schools range between these two ex- 
tremes, "no number in the first two years," "teach numbers to 
lOO, count to I, GOG, Roman numerals to 5G." 

In this subject as in all others, if the first two questions, 
"what and why," are answered, the others can be determined 
by each individual teacher as the class and the subject matter 
largely decide these. The subject matter is determined by the 
nature of the subject itself, but this matter is so indefinitely 
outlined and classified that there is as great a diversity in the 
material presented as there is in the time or the manner of 
presentation. 

The following suggests an outline for the subject matter of 
number. 

1. Judgment of inexact relations. 

2. Knowledge of numbers to ig in groups that are most 
striking and least difficult. 

3. Knowledge of the 45 combinations in the numbers to 18 ; 
of the equal groups in the numbers to 144. 

4. Judgment of exact relations. 

5. Ability to express this knowledge accurately and easily 
in the best oral and written forms. 

This outline of material to be presented is predetermined by 
the subject itself. Number is, because of the limit of all things 
in this world. If everything was unlimited, if the supply need 
never be measured there would be no necessity for number, but 
on every hand is the demand for measurement, exact or in- 



FOE PRIM A BY TEACHERS 237 

exact. This measuring is begun by the pupil before he enters 
school whenever he makes estimates, however vague and in- 
exact, of size, of weight, of distance, etc. 

The following summary from the "Psychology of Number," 
is a generalization which should assist in realizing the province 
of number, the work of the teacher in presenting it, and of the 
pupil in receiving it : 

"Number is the product of the way in which the mind deals 
with objects in the operation of making a vague whole 
definite." 

These two factors, mind and objects, are essentials of num- 
ber. Number cannot exist without them, but neither alone 
gives number. The manipulation of figures or number sym- 
bols only, illustrates the effort at number teaching in which 
but one factor, mind, is recognized. This method may be com- 
pared to that teaching of reading where the pronouncing of the 
words in the sentences rather than the apprehension of the 
thought and feeling is made the test of ability to read. 

Number arises through the activity of mind in dealing with 
objects. It deals with magnitude. "As well might you at- 
tempt to teach botany without plants, or color without colors, as 
to teach number without objects," wrote Colonel Parker. But 
objects are not number, nor can number be learned from ob- 
jects by the mere exercising of the senses upon them. Handl- 
ing objects and giving thei' a number name is not necessarily 
number teaching, for number is a mental product arising from 
the operation of "making a vague whole definite." 

A mistake is made, however, when we suppose that we deal 
with objects only when the objects are present. The mind 
deals with objects in three ways, first, with sense magnitude, — 
the objects present to the senses ; second, objects not present, or 
present only in memory images of these sense magnitudes; 
third, objects in the form of generalizations which operation is 
termed dealing with the abstract. 



238 OUTLINES AND SUGGESTIONS 

IflRST STAGE IN NUMBER. 

The first stage, the activity of mind in deaHng with sense 
magnitudes, is the foundation of the work in number. It is 
essential. In number as in all else, the primary ideas must come 
through the senses, for in no other way can they come. This 
step is begun before the pupil enters school. In his little busi- 
ness life, in his work, in his play, he has been dealing with 
sense magnitudes, limiting them definitely and indefinitely. He 
has made comparisons and is familiar with many terms that 
express relation, exact and inexact. This knowledge of num- 
ber has been learned because he has had need for it. In the 
same manner, should this knowledge be extended after enter- 
ing school. When his needs in work or play demand that 
farther knowledge, then should it be given. "Watch for num- 
ber opportunities and take advantage of them. Make number 
opportunities from subject matter which has educational 
value," says Miss Beebe in "The First School Year." 

To illustrate : Today at the table a house is to be built using 
six blocks. The teacher shows six in some grouping sym- 
metrically arranged as, O O O The pupil finds his blocks 

o o o 

for building after this arrangement and with them builds his 
house. Opportunities for impressing this grouping are utilized 
throuehout the day. In the games, six pupils are needed. 
They are chosen in the same grouping. The seat work is 
planned with this thought and in the mat to be woven this 
formula is chosen, 3 up, 3 down. 

This illustrates the manner of work that should be done with 
pupils whose mind development is not beyond the first stage 
of number — that of dealing with sense magnitude. 

The first pages of "Hall's Arithmetic Primer," give detailed 
exercises of this character. 

SECOND STAGE IN NUMBER. 

These magnitudes which have been observed through the 
senses are now to be imaged. The imaging power is the prep- 



FOR PBIMARY TEACHERS 239 

aration for abstract thinking and should be begun as soon as 
the pupil is ready for it. When the vague sense object has 
been made definite by measuring, then the child's mind should 
pass to the next step, that of making memory images of these 
definite wholes. To know when to leave the work with sense 
magnitudes and begin the work with imaged magnitudes is an 
important study for the teacher, for to keep the pupil too long 
upon sense objects is to arrest his development as surely as to 
make manipulation of figures a substitute for real training in 
number. 

Speer, page 4 of Preface, says : 

"There is no real progress unless the mind is gradually 
gaining power to think of things not present to sense, and to 
think of a relation apart from a particular thing." As teachers 
we are realizing the importance of this power of representative 
thought and are making training along this line prominent in 
the primary grades. The only way to enlarge this power is to 
use it and to begin to use it as soon as possible. "We learn to 
know by doing and to do by knowing," so we learn to know by 
imaging and to image by knowing. 

When the memory image is indistinct, the sense magnitude 
should be presented again, but the effort at imaging should be 
continued. Its importance argues for early and continued ef- 
forts in its use. 

THIRD STAGE IN NUMBER. 

The next, working with the generalized form, is the end to 
be reached, but unless reached through these movements in the 
order named, the ability is valueless, however skillfully the 
symbols may be manipulated. Unless the figures represent 
magnitude, they are meaningless. Not that the pupil is to be 
conscious of magnitude when dealing with figures, but that he 
has the power to interpret the figures, — to image these magni- 
tudes or to present them to the senses. 

Through these three stages, must the pupil's mind pass 
when coming into unity with the work outlined under the 



240 OUTLINES AND SUGGESTIONS 

heading "Subject Matter for Number." In this outline, the 
first material suggested is, "Judgment of Inexact Relations." 

Speer, page 8, of the "Manual for Teachers," "A child sees 
things as longer or shorter, larger or smaller, before he is able 
to see their perfect equality or exact degree of inequality. Un- 
til, without effort, he makes such discriminations as are ex- 
pressed by the terms long, short, large, small, etc., he is not 
ready to make discriminations expressed by twice, three times, 
1-2 or 1-3." No better exercises are printed illustrating work 
of this character than are found in "Speer's Manual for 
Teachers," pp. 37 to 57. Such exercises lead to the percep- 
tion of equality which is the beginning of mathematics. 

The second in the outline of subject matter is, "Recognition 
of Numbers to 10, in Groups that are most Striking and least 
Difficult." The groups 4 4-4;3+3;2-f2;are less difficult 
than 4 +3 ; 2 4.4; 3+2 and should be given first. The follow- 
ing is a suggestive outline for the groups to be presented in 
each number to 10. This order of presentation seems to be least 
difficult also : 



2/00 4/00 
00 


6/000 
000 


8/00 00 
00 00 


9/ 00 00 00 

000 


5/00 

000 


7/00 00 
'' 




These groups are to be learned, as before suggested, only as 
there is need for them in the daily life of the school. When 
presented, the objects are arranged in symmetrical groups 
rather than in lines, as the latter arrangement always necessi- 
tates separation into groups when the objects number more 
than four. The symmetrical arrangement assists in the visual- 
izing and ready recognition. In measuring number by these 
groups there must be the whole to be analyzed, — the vague unit 
which is to be measured and thus made definite. 

The phases in this measuring are: From object to object; 



FOR PEIMABY TEACHERS 241 

from object to word; from word to object; from word to fig- 
ures or symbols. 

Illustration. — "Today we will need six sticks for our wig- 
wam." As the teacher speaks, she shows her six sticks in this 
arrangement. i i i 
III 

Pupils observe and then find theirs, making the same arrange- 
ment. Exercises similar to this emphasize the first two steps, 
namely from object to object, from object to word. 

When this grouping is known, the direction is given by 
word only, the pupils finding the objects from the oral direc- 
tion. 

Counting by ones, in order to find the number of pupils or 
cards or blocks needed for his work is often done by the pupil 
and indicates a mind not yet trained to the grouping of objects. 
Too often this counting is a mechanical saying of names with 
no reference to their meaning, the sixth object being six, the 
fourth, four, etc. The teacher should encourage grouping, 
thus removing the desire to count by ones. Brief exercises each 
day in visualizing the groups which have been taught will be 
helpful in reimpressing these groups and will be enjoyed as a 
game in seeing, by the pupils. 

I.AST Two STEIPS IN THB OUTLINE. 

When the characteristic groups are known and when inex- 
act relations can be given, then the real work in arithmetic may 
be begun. That is (a) the perception of equality. (6) the 
numbers in detail. 

These quotations from Speer, — 

"The perception of equality is the basis of mathematical rea- 
soning, — a condition of definite thinking," "When we turn 
to exact likenesses, we enter the domain of mathematics. The 
purposes of mathematical science is to establish definite rela- 
tions between magnitudes. The fundamental thing in arith- 
metic is to induce judgments of relative magnitude." 



242 O UTLINES A ND S UGGESTIONS 

The numbers in detail. 

The facts in each number should now be learned in detail. 
These facts are few in number and the teacher should be famil- 
iar with them and know how to classify them. They underlie 
the four fundamental operations of addition, subtraction, multi- 
plication and division. The facts in addition and subtraction 
found in the numbers to lo are the following twenty, — 

I 2 3 2 4 3 54365476 

1 I I 2 I 212312312 

2 3 4 4 5 5 66677788 

548765 
3 4 1234 



8 8 9 9 9 9 



These with the remaining 25 found in the numbers to 18 
furnish the key to all the work in addition and its correlative 
subtraction. If the pupil knows that 3 plus 4 equals 7, he 
knows this further step that 7 minus 4 equals 3, 7 minus 3 
equals 4, and this should become a part of his conscious knowl- 
edge. 

These combinations should be so thoroughly learned that 
the ability to use them is automatic. Then, too, if he knows 
2 plus 3 equals 5, he easily learns that 22 plus 3 equals 25; 
42 plus 3 equals 45, etc. These addition tables are to be 
formulated and memorized and made automatic as are the 
multiplication tables. 

TEN AS A UNIT. 

When the number 10 is reached, the place of units and tens 
should be taught and for a time 10 should be the unit of 
measurement. Two tens, three tens, four tens, with the 
written forms, 20, 30, 40 should be given and attention called 
to the number name, twenty, thirty, forty. Then two tens and 



FOB FEIMABY TEACHEBS 243 

two or 22, two tens and four or 24, etc., should be expressed and 
written. 

The four operations, addition, subtraction, multiplication 
and division by units and tens should be presented in the three 
stages outlined for the presentation of all numbers, — object 
present, object absent, — abstract. 

HOW TEACH EPICURES AND ALE WRITTEN EORMS. 

When this work is begun, the lesson is not number but 
language, and should be so presented. Written language is 
a formal subject and in all work the form should be made 
subservient to the thought. When the pupil has advanced in 
mental power so that the written expression will not excite 
primary attention nor detract from the thought, the teacher 
will write upon the board from day to day the expression 
which he gives orally. Today his number thought was given 
in this oral expression, — a equals ^ of b ; or 4 plus 4 equals 8. 
The teacher without calling attention to it places these expres- 
sions upon the board. This is continued day after day and 
unconsciously the pupil associates the ideas with the sight 
forms until finally this work upon form is, like the alphabet 
in the reading lesson, learned incidentally while the time and 
effort has been directed largely upon thought getting and 
giving. 

The language of number is incidentally taught also, when 
the pupil finds the page in the text-book, tells the day of the 
month from the calendar, etc. 



244 OUTLINES AND SUGGESTIONS 



INDEX. 

Preface 7 

SEPTEMBER 7 

Carpenter.-7-Lessons l.-Il 8 

Hiawatha. — Lessons I. -VII 8-14 

Golden Rod. — Lessons I. -Ill 15-17 

Milkweed. — Lessons I. -Ill 18-21 

Corn. — Lessons I. -IV 22-23 

Butterfly and Caterpillar. — Lesson 1 24 

The Spider. — Lessons I. -Ill -5-27 

Ants. — Lessons I. -Ill 27-29 

The Grasshopper. — Lessons l.-lll 30-31 

Cricket. — Lessons I. -IV 31-34 

Eugene Field 35 

OCTOBER 36 

Seeds. — Lessons I. -II 36 

Millet's Gleaners. — Lesson 1 37 

Columbus. — Lessons I.-V 37-44 

Squirrel. — Lessons I.-V 45-50 

Beaver. — Lessons I. -VIII 50-58 

NOVEMBER 59 

Preparation for Winter. — Lessons I. -Ill 59-^3 

"Night," by Thorwaldsen. — Lessons I. -II 63-64 

Night. — Lesson 1 65 

Pilgrims and Thanksgiving. — Lessons I.-Vl . . . . 66-71 

Apple. — Lesson I y^ 

Cranberries. — Lesson 1 74 

Potato. — Lessons I. -II 75-76 

Deer. — Lessons I.-II 76-77 

The Rabitt.— Lessons I.-III 78-81 

Turkey. — Lesson I 81 



FOB PRIMARY TEACHERS 245 

DECEMBER 83 

Christmas. — Lessons I.-X 83-93 

Evergreens. — Lessons L-IV 95-98 

The Campbell. — Lessons L-II 100 

JANUARY 102 

Opening exercises for January. — Lessons L-IV. . 102-104 

Lessons for opening when the day is stormy 104 

The Eskimo. — Lessons L-XITI 105-116 

Winter Birds. — Lesson 1 117 

Woodpeckers. — Lessons L-VI 11 8- 121 

The Owl. — Lessons L-V 122-124 

Blue Jays. — Lesson 1 124 

Sparrow. — Lesson 1 125 

Physics. — Lessons L-VII . . , 126-131 

FEBRUARY 133 

Lesson 1 133 

Washington. — Lessons L-IX 135-142 

Flag. — Lessons L-III 143-145 

Longfellow. — Lessons L-II 145-146 

Magnetism. — Lessons I. -Ill 147-148 

Atmospheric Pressure. — Lessons I. -Ill 149-150 

Capillarity. — Lessons I. -II 151 

MARCH 153 

Lessons I.-II 153-154 

Wind. — Lessons I.-V 154-156 

Clouds. — Lessons L-II 157 

Preparation for Spring. — Lessons I.-II 158 

Seeds. — Lessons I. -Ill 1 59-161 

Twigs and Buds. — Lesson 1 161 

Pussy Willow. — Lessons I.-IV 162-163 

Twigs and Buds. — Lessons I. -Ill 164-165 

Easter. — Lessons I. -VI 165-169 

Lesson on Raphael 170 



246 OUTLINES AND SUGGESTIONS 

APRIL, MAY and JUNE 172 

Opening for month of April 172 

Robin. — Lessons L-VII 173-176 

Arbor Day. — Lessons 177 

Frogs and Toads. — Lesson 1 180 

Froebel. — Lessons L-II 181-182 

May. — Lessons L-II 181-182 

Dandelion. — Lessons I.-V 183-186 

Spring Beauty. — Lessons L-II 186-187 

Jack-in-the- Pulpit. — Lessons I. -Ill 187-188 

Oriole. — Lesson I 188 

Meadow-Lark. — Lessons I. -Ill 189-190 

Apple Blossoms. — Lessons I. -II 191-192 

Lessons to be given at any time when occasion is fit- 
ting 194 

The Teacher and the School 198 

Suggestions for weaving, folding, sewing 200 

Daily Program 202 

Suggestions 206 

Plow time and energy are wasted 208 

Pictures 214 

Opening exercises 216 

Plays and games 219 

Suggestions 220 

Writing and Spelling 221 

Reading 225 

Number 236 



